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Matthew Wharf: Science Pathways Lead & Programme Lead Jacqui Spencer: Maths Pathway Lead Kay Chapman: Geography Pathway Lead Tim Wightman: Art & Design Pathway Lead Jo Lock Smith: Drama Pathway Lead & English Pathway Lead Patrick Saturley: Music Pathway Lead And Miranda Bailey & Lilian Cheetham: School Experience Welcome to Plymouth University Secondary PGCE Mentor Conference 18/12/19

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Page 1: Welcome to Plymouth University Secondary PGCE Mentor ... › uploads › production › ...EASTER 2.0 2.5 3.0 3.5 4.0 4.5 Week 14 (29th Oct) Week 15 (5th Nov) Week 16 (12th Nov) Week

Matthew Wharf: Science Pathways Lead & Programme LeadJacqui Spencer: Maths Pathway Lead Kay Chapman: Geography Pathway LeadTim Wightman: Art & Design Pathway LeadJo Lock Smith: Drama Pathway Lead & English Pathway LeadPatrick Saturley: Music Pathway LeadAnd Miranda Bailey & Lilian Cheetham: School Experience

Welcome toPlymouth University

Secondary PGCEMentor Conference 18/12/19

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House Keeping

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Electronic resources

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Lesson Observation Form

The data is the major contributing factor to trainees passing their practice.

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PT1 data for current cohort

2.0

2.2

2.4

2.6

2.8

3.0

3.2

3.4

3.6

Week 14(28th Oct)

Week 15(4th Nov)

Week 16(11th Nov)

Week 17(18th Nov)

Week 18(25th Nov)

Week 19(2nd Dec)

Week 20(9th Dec)

19-20 Placement 1 Observations

1. Set high expectations which inspire,motivate and challenge pupils.

2. Promote good progress and outcomesby pupils.

3. Demonstrate good subject andcurriculum knowledge.

4. Plan and teach well structured lessons.

5. Adapt teaching to respond to thestrengths and needs of all pupil s.

6. Make accurate and productive use ofassessment.

7. Manage behaviour effectively to ensurea good and safe learning environment.

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PT1 data comparison

2.0

2.2

2.4

2.6

2.8

3.0

3.2

3.4

3.6

Week14

(28 thOct)

Week15 (4th

Nov)

Week16

(11 thNov)

Week17

(18 thNov)

Week18

(25 thNov)

Week19

(2ndDec)

Week20 (9th

Dec)

19-20 Placement 1 Observations

1. Set high expectationswhich inspire, motivateand challenge pupils.

2. Promote goodprogress and outcomesby pupils.

3. Demonstrate goodsubject and curriculumknowledge.

4. Plan and teach wellstructured lessons.

5. Adapt teaching torespond to the strengthsand needs of all pupils .

6. Make accurate andproductive use ofassessment.

7. Manage behavioureffectively to ensure agood and safe learningenvironment.

2.0

2.2

2.4

2.6

2.8

3.0

3.2

3.4

3.6

3.8

4.0

Week14

(29thOct)

Week15

(5thNov)

Week16

(12thNov)

Week17

(19thNov)

Week18

(26thNov)

Week19

(3rdDec)

Week20

(10thDec)

PT1 Data from 18/19

1. Set highexpectations whichinspire, motivate andchallenge pupils.

2. Promote goodprogress andoutcomes by pupils.

3. Demonstrate goodsubject andcurriculumknowledge.

4. Plan and teach wellstructured lessons.

5. Adapt teaching torespond to thestrengths and needsof all pupils.

6. Make accurate andproductive use ofassessment.

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EASTER

2.0

2.5

3.0

3.5

4.0

4.5W

eek

14

(29t

h O

ct)

Wee

k 1

5 (5

th N

ov)

Wee

k 1

6 (1

2th

Nov

)

Wee

k 1

7 (1

9th

Nov

)

Wee

k 1

8 (2

6th

Nov

)

Wee

k 1

9 (3

rd D

ec)

Wee

k 2

0 (1

0th

De

c)

Wee

k 2

9 (1

1th

Feb

)

Wee

k 3

1 (2

5th

Feb

)

Wee

k 3

2 (4

th M

arch

)

Wee

k 3

3 (1

1th

Mar

ch)

Wee

k 3

4 (1

8th

Mar

ch)

Wee

k 3

5 (2

5th

Mar

ch)

Wee

k 3

6 )1

st A

pri

l)

Wee

k 3

9 (2

2nd

Ap

r)

Wee

k 4

0 (2

9th

May

)

Wee

k 4

1 (6

th M

ay)

Wee

k 4

2 (1

3th

May

)

Wee

k 4

3 (2

0th

May

)

Wee

k 4

5 (3

rd J

un

e)

Wee

k 4

6 (1

0th

Jun

e)

Wee

k 4

7 (1

7th

Jun

e)

Placement Data from 18/19

1. Set high expectations which inspire,motivate and challenge pupils.

2. Promote good progress and outcomes bypupils.

3. Demonstrate good subject andcurriculum knowledge.

4. Plan and teach well structured lessons.

5. Adapt teaching to respond to thestrengths and needs of all pupil s.

6. Make accurate and productive use ofassessment.

7. Manage behaviour effectively to ensure agood and safe learning envi ronment.

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How much should they be teaching?

• Trainees will vary in the degree of responsibility they can initially accept but the total amount of contact time spent with groups and classes should build, over the first few weeks, to around 60% of the school week, of which at least half should be solo class teaching.

• As well as solo teaching the timetable must include team teaching and support teaching. During the remainder of the time, trainees should be observing other teachers and subjects, preparing lessons, marking or displaying work and discussing their work with the Class Teacher or Subject Mentor.

• Trainees must complete a copy of the timetable on Pebblepad. All information on lesson times and any week rotation should be included

• Trainees must have taught solo lessons in key stage 3 (Yr7-9) and key stage 4 (Yr10-11) by the end of the two placements.

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“the total amount of contact time spent with groups and classes should build, over the first few weeks, to

around 60%”• Looking to build up to teaching 15 lessons per week in

a school with 25 one hour lessons.• At least half of this teaching should end up being solo.• Time before Easter should be used to build to this

teaching load.• Particularly important for weeks before February half

term as completing first 4500 word masters level assignment.

• 2nd masters level assignment (4500 word) due in April (straight after Easter) and has subject specific focus

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ePDPWeekly Mentor Session Record

ePDP via Pebblepad.You will have access to the ePDP.Mixture of parts completed by the trainee (prior to weekly meetings) and some by yourselves.

Please note that you have access to personal information and should treat it as such.

Trainees need to keep themselves organised using teaching file (electronic or hard copy) with them in.

Please use Google Chrome to access

Pebblepad!!

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Initial 2 days a week (Thurs/Fri)

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Mentor Session Records for when in full time

The trainees should come with the first half filled in.

The second half is filled in during the meeting.

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Unfortunately there is no way at the moment of viewing last week’s and this week’s meeting meeting on the same page. You could try opening two browser windows. If you do this then, only ever write in one. You will get a warning.

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Expectation that all done in PT2 and consistency shown.

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E.g. Early comment – I have started marking Yr8 work.

E.g. Later comment – I have been consistently marking…..

Would expect to have examples of lesson evaluations attached here.

Last page of lesson plan ideal for this!

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Expectation of e-PDP completion is little and often.

The completed e-PDP

- Comments - Lesson Observations - Evidence not from observations

is the evidence for passing/failing them for the PGCE/QTS

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For information - Trainees Submit Observation Data via the University VLE –They must submit at least 3 lesson observations a week and also attach them to Pebblepad.

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Contribution to Pupil Progress

Impact onPupil

Progress

Impact on Pupil

Progress

Practical Teaching 1

Practical Teaching 2

Interim

Practical Teaching 2

Final

Work scrutiny

Work scrutiny (just before report)

Reports & Work Scrutiny

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Scrutiny of Pupils’ Work Objectives

Focus on pupil progress.

Prepare them for NQT by making as realistic as possible.Trainees fill this in in consultation with you.

Two scrutinies

1. Part of interim report, before Easter

2. To be completed about a month before end of PT2

Marking, assessment and testing are carried out in line with the school's policy

Assessment draws upon a range of evidence of what students know, understand and can do.

The level of challenge provided is appropriate for individual students' needs.

Homework is set in line with school policy and that challenges all students, especially the most able.

Student progress over 'a period of time' is apparent. Students' responses demonstrate sufficient gains in their knowledge, skills and understanding, including of literacy and mathematics.

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Apart from pupil’s work, what should this process entail?

• Trainees paperwork?• Some make more sense in reflection? E.g. Link to

lesson self-evaluation in lesson plan or lesson observation

• Different subjects?• Low-mid-high?• Evidence of pupils acting on feedback?Also – What time frame? One mentor meeting or trickle in?

Thank you - These are your suggestions from last year.

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Placement 2 Placement 2

Easter

• All start PT2 by planning each lesson using the university lesson plan.

• March Review Point (2nd March) is when lesson planning may start to change from full lesson plans to the Teacher’s Planner & annotated Scheme of Learning.

• Joint decision – Subject Mentor, Prof Mentor and Tutor.

• Transition may happen class by class. • Progress reviewed with university tutor at

first PT2 visit

Principles• Inculcating ‘Process of Planning’ – Must have shown track record of using the lesson plan • Exact method and rate of change depends on trainee.

• Trainee still needs to communicate lesson intentions to teachers.

• Expected to use Teacher’s Planner & annotated Scheme of Learning.

• Must use the lesson plan for 2 formal observations per week (including evaluation).

Placement 1 –Must use lesson plan throughout

Progression in Planning: Moving past individual lesson plans

Students easily progressing towards the 60% are the ones to consider for reduction in planning paperwork. Lesson planning should not be dropped in order to ‘support’ struggling students.