School Direct (Secondary) Induction Training Day 1

10th September 2015

Being a trainee

•Being at a new school is just like being in Reception again (it doesn't get any easier!)

•Every lesson will take about 6 hours to plan and just as long to recover

•You worry about EVERY eventuality going wrong in your lesson

•If something does go wrong you doubt your whole career in teaching

•IT CAN BE VERY SCARY!!

IntroductionsSchool Direct Team

• Claire Murray• Debbie Twineham• Jo Heffer• Elaine Norstom• Karen Piper• Carol Rogers – Bucks

All contact details in the handbook

Getting to know you…

• Name• Previous experience• Why teaching?• Interesting fact

• Be prepared to feedback on each other to the group.

Accessing Information

• http://rbwm-education.rbwm.org.uk/Content/?documents

• Password protected – scitt2015

Context

• GTP to School Direct• 14 years established• Small Borough• 2 consortiums• Primary 27 and Secondary 14• Primary Salaried and Training

Consortiums 14 Trainees

Salaried – 9 traineesTraining Route – 5 trainees4 English1 Maths2 Physics2 Chemistry1 Biology1 Computer Science1 History2 PE

Different School Direct Routes• Salaried

- at least 3 years work experience - part of school staff- can teach up to 90%- 6 week second placement

• Training- Supernumerary- Term 1 and 2 20% Teaching- Term 3 and 4 50% Teaching-Term 5 and 6 70% Teaching-8 week second placement-Reading Week

OFSTED May 2013

• Good with many outstanding elements• High calibre of trainees• Early phonics, Mathematics, behaviour• Attainment• Employment

AttainmentPhase 2010 - 2011 2011-2012 2012-2013 2013-2014Pass 100% 100% 100% 100%

SecondaryOutstanding or good

100% 93% 100% 100%

Employment

2010-2011 2011-2012 2012-2013 2013-2014Secondary 100% 100% 100% 100%

School Direct Salaried RouteRBWM/BNU

• RBWM – QTS

• BNU - Post Graduate Certificate in Educational Practice

Teaching Standards

• There are 8 standards and a part 2• Within each standard there are several bullet

points• Sort the bullets points to come under the

correct heading

Presentation 1 – 30% of Module 1Secondary Thursday 8th October

This is an individual theoretical 10 minute presentation based on the work of Carol Dweck. Essential summer reading is:Mindset: the New Psychology of Success by Carol Dweck (2006)Trainees are ask to discuss the following quote.

"Everyone is born with a tremendous exploratory spirit, but some more than others have this inquiring inquisitiveness, getting into everything, a tenaciousness that lends itself to a growth mindset." Carol Dweck What do you think is the role of the teacher in ensuring that the exploratory spirit of all learners is fully developed?

Module 1 Student: Presentation Title: Dweck- Mindset

Assessment and Learning Criteria Comments Mark Presentation Skills

Introduced the topic, offered a preview Appropriate voice, gestures, eye contact and

audience engagement; matched communication style to content

Clear supporting materials provided Stimulated thought and potential discussion Up to 10 slides

Confident voice, very good eye contact with audience. It was clear that you had researched your subject area well and were able to draw from your own knowledge rather than be overly dependent on notes. Very engaging presentation style, excellent supporting visuals- slide 3 just needed a different text colour to be clearer on the background.

13/15

Referencing At least two main pieces of relevant literature are

judiciously engaged in the presentation Reference to other documents read relating to

discussion Accurate reference list including on final slide

and/or separate handout.

Wide range of reading evident. You used the links to Dweck along with references to Ofsted and the Teaching Standards to illustrate your points. Direct links to the Early Years Framework worked well.

13/15

Knowledge and Understanding Range of perspectives explored Understanding displayed is relevant to topic Able to offer meaningful, relevant and scholarly

arguments

You explored a range of perspectives very well. It was clear that you understood the importance of questioning research and of illustrating key messages about the learning process and pupil well-being.

16/20

Integration of Academic Learning and Practice Clear application of relevant theory Discusses implications for practice Evidence of creative and innovative thought

The presentation linked academic learning and the implication for practice very well. Reference to ‘end of topic’ quizzes to involve pupils in exploring their learning clearly illustrated how you were seeing the growth mindset in practice.

16/20

Analysis Informed, refined and considered review of

evidence Challenges ambiguity, identifies and explores

contradictions

Critical analysis of Dweck’s mindset theories were supported well by a range of evidence from Claxton and others. The exploration of a learning community in slide 5 was particularly strong.

16/20

Synthesis and Evaluation Logical and coherent, suitable justified arguments Clearly structured conclusion of debate

The images used supported the synthesis of arguments well. The mine field and treasure box were very effectively used to illustrate key points.

9/10

Overall Comments: - This presentation was of a very high standard. It was inspiring in content and professional in delivery. The slides illustrated key messages very creatively and it was clear that you had reflected well both on practice and on your choice of reference materials to include. Well done!

Total 83% Date: 07.10.13 Signature of Assessor:

Induction Day 2

September 11th 2015Mentor and Trainee Training

IntroductionsSchool Direct Team

• Claire Murray• Debbie Twineham• Jo Heffer• Elaine Norstom• Karen Piper• Carol Rogers – Bucks

All contact details in the handbook

Consortiums 14 Trainees

Salaried – 9 traineesTraining Route – 5 trainees4 English1 Maths2 Physics2 Chemistry1 Biology1 Computer Science1 History2 PE

Two groups

• Mentors:

• What makes an outstanding trainee?

• Trainees:

• What makes an outstanding mentor?

Accessing Information

• http://rbwm-education.rbwm.org.uk/Content/?documents

• Password protected – scitt2015

Terms 1 and 2 Planning for Progression

• Suggested 20% timetable – salaried• Training route 20% - trainees are supernumerary• Chunks of lessons – introduction, plenary- building up to whole class• Interview key people – SENCO, subject leads etc• Observations – different subjects, classes, schools• Lesson plans and evaluations for ALL lessons• Every lesson observed (written feedback given)• Weekly mentor meetings• Reflective log• Presentation – Carol Dweck • Assignments - 3 modules, Planning for Progression (3000 words), Comparative Study

(4000) and Understanding the Professional Role (2000)• Handbook information vital re assignment content and submission dates: Pupil

Development Study, Comparative Study and Reflective Study• Assignment 1 Pupil Development Study p. 31• Tutorials 19.11.15 and 03.03.16• RBWM Observation visits completed with mentor ( terms 2, 3/4 and 5) using Ofsted

criteria linked to Teaching Standards

Terms 3 and 4Comparative Study

• Salaried - 1 in 3 lessons observed (written feedback)• Training route 50% of lessons observed• Weekly mentor meeting• Second school placement (contrasting environment /phase)Salaried: One week w/b 8th Feb 2016 then term 4 until Easter

break ( 22.02.16 – 24.03.16)Training route: 5 weeks from Jan , 1 week reading week and 2

weeks back in Lead School before Easter break• Assignment – Comparative Study p.33• RBWM Observation visit 2 to be completed with mentor

Term 5 and 6Understanding the Professional Role

Timetable for teaching:Salaried – up to 80%Training route - 70%• At least 5 written observations a week• Weekly mentor meeting• Group presentation – Literacy across the curriculum• Reflective Study 2000 words p.35• Portfolio – evidence files to be reviewed and content finalised• RBWM Observation- provisional grade discussed with mentor• Final Assessment – external moderator

Time allocation

10% PPA and 10% School Direct time

This is in addition to central training

Based on 4 days a week ( 5 hours a day x 4 days = 20 hours, 10% PPA = 2 hours x 2 =

4 hours a week)

Gathering Evidence• Standards File

• Professional File

• Planning/Teaching File

• Training File

Standards File- 8 signatures per standard

- at least 6 pieces of evidence - variety of signatures - over 5 terms

• Keep all evidence and then choose best to show progression

• File each week

Gathering Evidence for Standards

• Look at the standard you have been given

• List all the different ways you can gain evidence to show you have understanding of that standard

Assessment

• Mentor observations• Accredited Provider Observations• Termly Scheduled Report• Needs Analysis • Subject audit• Mentor Meeting• External Moderator• Cause for Concern

Termly Assessments

• Mentor Grading 1a, b, c, (meeting standards) 2 (working towards standards) 3 (insufficient opportunity), 4 (not meeting the standard)

• Final Assessment• Cause for concern

Professional File‘At a glance’ file

• Needs Analysis• Assignment feedback• Presentation feedback• External Observations• Scheduled Termly Reports• Mentor Meeting Minutes• Framework sheets• Observations carried out by trainees

Planning/Teaching File

• Subject Audit• Planning - Long, medium, short term planning,• Schemes of Work• Class/Set information• Lesson Plans• Evaluations• Assessments• Examples of pupils’ work• Lesson observation feedback

Training File

• Central training notes

• School Inset notes

• External Training

Role of Mentor(Page 10 Handbook)

• Ensure attend Central Training • Weekly mentor meeting (page 50)• Written lesson feedback• Ensure deadlines are met (checklist page 40)• Read through and support with assignments and

presentations• Ensure weekly frameworks are sent each Friday• Complete termly assessments• Second Placement• Needs Analysis

Reflective Log

Reflective Log: becoming a reflective practitioner

• ‘reflection is a form of thinking that deals with more complex or unstructured issues in a considered manner. It may be a matter of ‘making sense of ideas, or ‘re-ordering thoughts’.

Jenny Moon

Group Activity: The ParkDeeper reflection =better learning

• Individually, read the version 1 of an incident which took place in The Park. Which features do you consider are reflective?

• Discuss these features as a group and one member act as scribe to collect ideas/feedback to whole group

• Read each version and then note reflective features• After version 4,discuss how accounts have changed –

list in your groups how accounts have deepened

Deepening reflection entails the following shifts:

• from description to reflective account• from no questions to questions to responding to

questions• emotional influence is recognised, and then handled

increasingly effectively• there is a ‘standing back from the event’• self questioning, challenge to own ideas• recognition of relevance of prior experience• the taking into account of others’ views• metacognition - review of own reflective proceses

10 handy tips for mentoring a trainee!!

10. Nothing is too obvious

9. No surprises!

8.Share and Steal!!

6.Take a step back

4. Let them know your secrets

3. Powerpoints= Nervous breakdown!

2. Prepare for tears!

1. Don’t say the T word!!