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PGCE Primary and PGCE 3-7

(including School Direct Tuition)

2019-20

SCHOOL BASED TRAINING

SBT1 Mentor Twilight

Dinah Goss, Carey Beattie, Elaine

Cackett & Kathy Clements

Tuesday 15th October 2019

&Thursday 24th October 2019

Session Overview

• Introductions

• Recent developments

• SBT1 :

• Changes for 2019

• Weekly schedule & key tasks

• Timeline for SBT1 and submission of reports

Meet the Team…Dinah Goss, PGCE 3-7 / PGCE Primary Programme Leader

Kathy Clements, Senior School-Based Training Supervisor (QA)

Sarah Fitzjohn-Scott, Deputy Head: Partnership and Engagement

And of course the Partnership Office Primary Administration Team

Elaine Cackett, School Based Training Lead

Carey Beattie, School Based Training Lead

file://mydepartment.brighton.ac.uk@SSL/DavWWWRoot/edu/pca/PriPG/docs/PGCE 2017-18/SCHOOL BASED TRAINING/MENTOR BRIEFINGS/AUTUMN SBT1/DG mentor welcome.mp4file://mydepartment.brighton.ac.uk@SSL/DavWWWRoot/edu/pca/PriPG/docs/PGCE 2017-18/SCHOOL BASED TRAINING/MENTOR BRIEFINGS/AUTUMN SBT1/DG mentor welcome.mp4

Partnership Developments

Triggers for change:

• Reviews and feedback• Addressing trainee workload• Mental health and wellbeing considerations• Clarifying communication pathways• Meaningful and purposeful expectations

Recent Developments

1. Online Mentor Training

2. Mentor Meetings (PH / Action plan)

3. E-Portfolio (see SBT handbook pp.20-22)

4. Primary Link Tutor (PLT) for each school

5. UT visit

1. Online Mentor Training

• All you need to know about being a UoB Partnership mentor.

• Includes all of the expectations and processes (i.e. PA, PB, PC , PD forms) to support you to fulfil the role of mentor effectively.

• Replaces the new mentor training we used to hold here at the university.

• This year only, ALL mentors should undertake this training (new and experienced).

• It is also expected that mentors attend mentor twilight training at the university.

Online Mentor Training Continued

• 45 minutes

• Works best on a desktop or a laptop computer

• On completion you send us a confirmatory email

• Feedback welcome!

• Online training link:

https://storage.googleapis.com/onside/UofB%20School%20Mentor%20Course/index.html

Link can be found on the SBT blog under the ‘Training’ tab: http://blogs.brighton.ac.uk/mentors/training/

https://storage.googleapis.com/onside/UofB School Mentor Course/index.htmlhttp://blogs.brighton.ac.uk/mentors/training/

Online mentor training link:https://storage.googleapis.com/onside/UofB%20School%20Mentor%20C

ourse/index.html

https://storage.googleapis.com/onside/UofB School Mentor Course/index.html

2. The Mentor Meeting

We advise that mentor meetings are:

• Weekly• Timetabled• Held in an appropriate space to minimise

distractions

• Structured using the mentor meeting (PH) pro forma

• Prepared for beforehand by the trainee

Mentor-trainee Professional Meeting

(PH Form)

Key development – record of mentor meeting has been combined with the

trainee’s professional action plan.

The mentor meeting is structured in three parts as detailed on the PH pro

forma:

A) Trainee reflection on professional learning and review of targets

B) A professional development discussion

C) Completion of Professional Action Plan targets and actions

This pro forma is to be uploaded to the trainee’s e-Portfolio and it is their

responsibility to complete and upload it.

Professional Action Plan – trainees will arrive with 2 targets

PH2 Example: A summary of all the trainees’ reflections at the end of teaching together with what they have learned from other professional learning activities….

Have they included ‘the

what’, ‘so what’ and the ‘now what’ for

the other bullet points.

Your thoughts?

• How could you see the role of Primary Link Tutor being utilised effectively in your context?

Handbooks

http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/https://studentcentral.brighton.ac.uk/webapps/blackboard/execute/content/file?cmd=view&mode=designer&content_id=_3468248_1&course_id=_70443_1https://studentcentral.brighton.ac.uk/webapps/blackboard/execute/content/file?cmd=view&mode=designer&content_id=_3468248_1&course_id=_70443_1http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/

School Based Training: changes for

2019-2020

• Just one handbook for all three SBT periods• Available online from:

http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/

• Contains expectations and information on key tasks for all SBTs

• Please download!• SBT2 is no longer a paired placement• Some tasks have been shifted to expectations, in an

effort to streamline and simplify

• Possibly only 1 progress visit from UT


SBT1 Aims and Learning Outcomes SBT handbook p.7

Module

Code &

Title

Key Dates Aims Learning Outcomes

ET681

School-

Based

Training 1

(SBT1):

Exploring

Effective

Practice

Level 6

10 credits

Induction days:

2nd October to 4th

October 2019.

SBT1: 21st October

to 20th December

2019 (excluding

half term 28th

October-1st

November).

University days:

Whole week

beginning Monday

25th November to

Friday 29th

November 2019.

SBT1 PC Final

assessment due

13th December 2019.

Provide opportunities for

students to gain specific

experiences and

demonstrate competencies

linked to the current

Teachers’ Standards;

Develop students’ skills

and confidence in a range

of professional

responsibilities (e.g.

planning, teaching,

assessing and behaviour

management) and

establish professional

relationships with pupils

and colleagues in a range

of contexts;

Develop students’ skills

required to engage in

professional learning, target-setting and self-evaluation.

On successful completion of the module the student will be

able to:

1. Establish positive relationships with pupils and

demonstrate behaviour management strategies appropriate to needs of the learners (TS1, TS5, TS7);

2. Develop subject and pedagogic knowledge appropriate to

the context, curriculum and age phase. This will be

evidenced by planning, teaching and evaluating sessions (with support as needed) (TS1, TS3, TS4);

3. With support as needed, use formative assessment

strategies to identify and interpret pupils’ learning needs, to

inform planning and support pupil progress (TS2, TS5, TS6);

4. Reflect on and improve practice by acting on advice and

feedback, and engaging in professional dialogue (TS4, TS8);

5. Work collaboratively with members of staff and begin to

take professional responsibility for the day to day runningof the class (TS8, Part II).

Achievement of these learning outcomes will provide

evidence towards achievement of the Teachers’ Standards,

relative to the expectations of the school-based training

period.

SBT1 Teaching and planning expectations SBT handbook p.15

By the end of SBT1 trainees should be able to:

• Using and adapting as necessary school’s plans /schemes of work, independently plan and teach an individual whole-class lesson, evaluate its effectiveness with regards to pupil progress and identify strengths and areas to improve.

• With support from class teacher /mentor, plan, evaluate and independently teach across a range of areas of learning (if in EYFS setting) or Foundation Subjects (if in Primary setting). These lessons could be to a group of pupils.

• With support from class teacher /mentor, plan, evaluate and independently teach and evaluate a short sequence (3) of whole class sessions in Maths, English or Understanding the World (Primary 3-7)/ OR Maths, English or Science (Primary 5-11).

• If in EYFS (3-7) or KS1 (Primary), plan, teach and evaluate a sequence (minimum 3) of SSP lessons. This could be to a group of pupils.

Overview of SBT1Weeks 1-2 reflect the establishing phase of SBT1. The focus of this phase is on knowing the pupils, the school

policies and protocol and learning from good practice / other teachers.

Week beginning Monday Tuesday Wednesday Thursday Friday

21 Oct SBT1 SBT1 SBT1 SBT1 SBT1

PK

28 Oct Half Term self-study

04 Nov SBT1 SBT1 SBT1 SBT1 SBT1

PK

Weeks 3-4 reflect the developing phase of SBT1, where trainees practise and adapt observed teaching and

behaviour management strategies.


PA1


PK

25 Nov UBT UBT UBT UBT UBT

Weeks 5-7 reflect the enhancing phase of SBT1. Trainees consolidate their learning and practice, becoming more

independent in their teaching and evaluations, and deepen their developing subject knowledge.

02 Dec SBT1 SBT1 SBT1 SBT1 SBT1

PA2


PC


SBT1 Key Tasks

✚ Observe best practice, including in preparation for

your EV725/6 assignment

✚ Intervention Group(s)

✚ SEND pupil case study

✚ SSP /GPS tasks

Intervention Group Task

(SBT handbook, Appendix 4)

✚ During Weeks 3 & 4 (or thereabouts…)

✚ It is about understanding the different

barriers to learning experienced by

different pupils and how you might

address these (TS2, TS5)

✚ With CT support, select a group of

children who warrant intervention and

develop a set of in-class interventions

you can carry out 2-3 times a week

✚ Complete individual lesson plans &

evaluations for each intervention

session you teach

✚ Adapt your interventions as needed

based on what happens when working

with the group

✚ At the end of the intervention, evaluate

and reflect on its efficacy on the

proforma provided.

The focus is on how trainees plan

and adapt intervention work – there

is no ‘right’ group to choose

Trainees need to complete one

sequence of intervention. However,

if there is time, we encourage them

to try a second intervention group

with a different focus.

This case-study task runs across

SBT1 and will support trainees in:

Meeting the standards for

TS5;

Developing an understanding

of the requirements of the

SEND Code of Practice

(2015);

Enhancing confidence and

insights into mainstream

inclusive practice.

The SEND Case-Study Task

SBT handbook Appendix 5 p.31

✚Trainees identify a focus pupil for

SEND case-study. They

observe, plan for and support

the pupil’s learning and assess

their progress across SBT1.

✚Case-Study Report completed

by week 6.

✚Case-Study provides evidence

for assessing trainees’ progress

and achievement for PAs and

PC.

Look at recommended list

in Appendix 5. The child

does not have to have a

statement / EHCP

SSP /GPS tasks (SBT handbook, appendix 3)

• SSP and GPS tasks should be

completed over the course of

School-Based Training as part of

the trainee’s everyday teaching

• Trainees are expected to teach

SSP throughout the SBT period

when they are in KS1 /EYFS

• Trainees are expected to teach

GPS throughout SBT, as

appropriate and in line with school

policy

• Trainees should be observed

teaching phonics, and act on

formative feedback (PK form)

• Find out

The school’s approach to

teaching SSP and/or GPS;

resources, children’s

attainment

• Observe

• Plan and Teach

Week 1

W/B 21st

October

2019

Professional development & training

Discuss your action plan and individual targets with your mentor.

Ensure you have completed the school’s Safeguarding Induction.

Observe teaching in as wide a range of Areas of Learning (PGCE

Primary 3-7) OR National Curriculum subjects (PGCE Primary 5-11) as

the timetable allows, focusing on:

Strategies and techniques for behaviour management.

Strategies for Assessment for Learning, focussing on verbal feedback

and questioning during lessons.

Use PK form to record your observations, and reflect on what you have

learnt prior to your mentor meeting.

Having observed a lesson, retrospectively complete an individual

lesson plan. Share with the class teacher to help you deconstruct

the stages of a lesson.

Discuss school’s strategy and policy for disadvantaged pupils.

Identify a group for your intervention task and agree and action a set

of interventions (two or three sessions per week for each group) relevant

to the identified pupils.

Classroom experiences

By the end of this week, ensure you have worked with all pupils in your class

within the context of:

Several areas of learning /curriculum subjects

Directed group work /focus groups (under class teacher’s guidance)

Assisting teacher-led inputs

Beyond classroom contexts i.e. playground, assemblies

(You are NOT expected to write individual lesson plans for any of the

above lessons)

Complete section 1 of PH

form (Review of trainee

impact on pupil progress

and previous targets) in

detail before the mentor

weekly meeting

Upload completed PH form

following mentor meeting,

including confirmation you

have completed

Safeguarding Induction

Mentor weekly meeting including:

Discuss trainee’s progress towards

their individual targets – consider

any evidence they bring to the

meeting.

When appropriate, agree new

targets in trainee’s action plan and

identify professional development

opportunities for them across the

school

Follow weekly overview to ensure

trainee has completed all UoB

requirements.

Details of mentor meeting

activities can be found on the

SBT blog

In addition this week:

Share school’s strategy and policy

for disadvantaged pupils

Help trainee to identify pupils for

intervention task and agree a set of

interventions.

Talk through and model the

planning process including the

trainee’s retrospective plan

Class teacher &/or mentor observes &

gives developmental feedback to trainee

(PK form).

Thursday 24th October 4pm – 6.30pm

SBT1 mentor twilight session at UoB

(repeat of 15th October twilight)

Week Teaching and learning arrangements and expectations

This weekly overview may need to be varied or adapted, according to the school’s context

Progress and Evidence Mentor Support and Assessment

Professional development

& training

Classroom experiences

Focus of mentor

meeting / support/

assessment

List of evidence to collate and

where

Wk 1

• Work with small groups, under the class teacher’s (CT) guidance.

• Write retrospective lesson plan

Wk 2• Team teach with CT, taking a short part of whole-class input on at least 3 occasions

Wk 3

• Team teach with CT at least one whole class lesson each day

• Teach 2 lessons on your own, with CT present

• Take 2-3 focus group sessions for your intervention

Wk 4

• Teach approximately 40% time including team teaching with CT

• Teach at least 4 lessons on your own this week

• Take 2-3 focus group sessions for your intervention

Wk 5

• Teach 40% time, including team-teaching where appropriate

• Independently teach at least one complete lesson* each day

• Lead focus groups for your intervention task

• Teach SSP or GPS (*could be included in your complete lesson each day)

Wk 6

• Teach 40% time across a range of Areas of Learning /NC subjects

• Independently teach at least one complete lesson each day

• Lead focus groups for your intervention task

Wk 7• Teach 40% time across a range of Areas of Learning /NC subjects

• Independently teach at least two complete lessons each day

Wk 1

•Action plan

•Safeguarding

•School policies: disadvantaged pupils

•Observe teaching: behaviour management, verbal feedback/questioning

•Write retrospective lesson plan

Wk 2

•Action plan

•ID pupil SEND case study

•School policies: bullying, parents/carers, attendance

•Observe teaching: behaviour for learning, verbal feedback, maths, phonics

•Plan intervention task for week 3

Wk 3

•Action Plan

•School policies: teaching & learning, assessment, subject-specific

•Observe teaching: questioning; AfL; range of areas for learning /subjects. Observe SEND case study pupil, discuss with SENCo etc

•3-7 Observe in Nursery if possible

•Find out school’s approach to GPS /SSP

Wk 4

•Action Plan

•Observe SEND pupil; start to adapt plans for their needs

•Observe teaching: specific areas for development identified in your action plan

•3-7 Observe in Nursery if possible

Wk 5

•Action Plan

•Adapt plans & teaching for SEND pupil’s needs

•Observe teaching: specific areas for development identified in your action plan, & pupils with EAL

Wk 6

•Action Plan

•Complete SEND pupil case-study

•Observe teaching: specific areas for development identified in your action plan, & pupils with EAL

Wk 7

•Action Plan

•Observe in alternative keystage /settings

•Identify priorities for SBT2

Progression across SBT1: Mentor support weeks 1 - 4

Week 1

• Discuss trainee’s action plan & progress. Go through targets set in University.

• School’s strategy and approach to disadvantaged pupils

• Help identify pupils for intervention task

• Talk through & model the planning process, including trainee’s retrospective plan

• Safeguarding (if not covered during Induction)

• Observe & give developmental feedback (PK)

Week 2

• Discuss & review action plan, agree third target

• Talk through & model the planning process

• Review trainee’s planning & provide/arrange support as required

• Show how marking policy is applied

• Signpost relevant staff to support trainee’s SEND case study

• Conduct a coached lesson / observe & give developmental feedback

Week 3

• Discuss & review action plan, agree new targets

• Review trainee’s lesson planning & evaluations, providing support

• Help trainee evaluate interventions, impact on pupil progress. Support planning for subsequent sessions

• Go through assessment data & your school assessment procedures

• Conduct a coached lesson

• Progress Review 1 (PA1)

Progression across SBT1: Mentor support weeks 4 - 7

Week 4


• Help trainee evaluate interventions, focussing on impact on pupil progress.

• Check trainee is teaching approximately 40% time

• Side-by-side marking

• Observe & give developmental feedback (PK)

Week 5


• Observe trainee teaching SSP or GPS, give formative feedback

• Check trainee is teaching approximately 40% time

• Ensure trainee understands & is using the school’s marking policy regularly

• Progress review 2 (PA2)

Week 6• Discuss & review action plan, agree new targets

• Review trainee’s intervention group task, help trainee evaluate its efficacy

• Meet with trainee & CT to discuss progress, prior to PC. Review evidence

• Complete final report (PC)

Week 7 • Use PC to review progress over the term, celebrate successes, identify targets for SBT2

Classroom Experiences (what teaching and planning are trainees expected to do?) SBT handbook pp.4-7

Week What? Planning

1 By the end of this week, work with all pupils in your class within

different contexts

Complete a lesson plan retrospectively for lessons

that you have observed & share with CT /mentor

Individual lesson plans are NOT required for any of

these sessions

Subsequent

weeks1. Team teach with Class Teacher

2. Intervention task (plan, teach &

evaluate 2-3 focus group

sessions)

3. Teach whole class lessons on

your own

4. Support individual or groups of

children, as directed by the

class teacher.

1. Work from CT plans. Where appropriate,

complete part of an individual lesson plan for

the relevant section that you are teaching, &

evaluate.

2. Use individual lesson plans for intervention

sessions.

3. Use individual lesson plans for whole-class

sessions.

4. Individual lesson plans are NOT needed when

supporting individuals/groups as directed by

CT.

How can you support the trainees?

• Explain the lesson-planning process in your school

• Plan lessons together from existing schemes of work /previous year’s plan

• Discuss trainee’s retrospective plans together, compare with the teacher’s plan

• Check trainee’s individual lesson plans, give formative feedback

How can you support the trainees?

• Weekly mentor meetings – PH form• Use prompts from weekly overview

• Use suggestions from PH form

• Coached lessons• Lesson observations (not graded – PK form)• Progress report - PA form

See PiE handbook for proformas (Appendix 3)

All forms are available on SBT blog:


Trainees should have 25% time non-contact (out of class) in order to reflect, read, plan and prepare for their teaching.

This includes PPA time.


Questions? Feedback? Support?

Contact us:

Email:

[email protected]

Direct access to forms, guidance and handbooks:


mailto:[email protected]://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/

Timeline for SBT1 and submission of reports

PA[1]

w/c 11th November

PA[2]

w/c 2nd December

PC [Final Report]

Due by 14th December

The University Tutor should contribute to PA1 &/or PA2 as agreed by the school.

All completed forms should be sent to: [email protected]

mailto:[email protected]