autumn 2015 general school based mentor and class teacher training laura manison shore primary...
TRANSCRIPT
Autumn 2015General School Based
Mentor and Class Teacher training
Laura Manison ShorePrimary Partnership ManagerLinda BennettSBM at Parson St and School Based Training
Leader
Key new messages for all schools and trainees Change of grading language Consistent impact on pupil progress
visible throughout (and reflected in documentation)
Early addressing of trainees who ‘require improvement’
School colleagues encouraging trainees to ‘make links’ between theory and practice
We expect trainees ….• To develop successful relationships• To be professional in all aspects of the role• To plan and evaluate whenever they take responsibility for a group/class.• To respond to evaluation and feedback with focused targets informed by
Teachers’ Standards• To review targets weekly and agree new targets based on training priorities• To build to 80% responsibility during their final placement• To maintain a professional teaching file• To track their progress towards Teachers’ Standards• To be proactive in seeking support and guidance• To provide evidence for tracking and monitoring pupil progress• To demonstrate impact on pupils’ learning• To make links between academic theory and pedagogical practices
Trainees are entitled to….• Feel supported and welcomed• Regular professional discussions with class teacher and
weekly review and target setting meetings with SBM • Receive regular and focused oral / written feedback
which identifies strengths and areas for development• Coaching and mentoring as appropriate to enable
trainees to meet agreed targets• Opportunities for complementary training which enhance
and support trainees’ progress towards Standards• Be told if there are causes for concern and/or in danger
of failing in good time• PPA time• Receive appropriate support to develop both
academically and professionally
The Role of the SBM ‘Managing’ the trainee experience across the school:
Welcoming, introducing and settling new trainees; Initial review of trainees’ Professional Development Portfolio (PDP), Trainee
Progress Tracker (TPT)and targets set to inform start of placement; Weekly review, target setting and coaching meetings with the trainees; Enabling the complementary training; Managing the assessment and reporting process; Quality assuring training provided in school
Lesson observation Files scrutiny and discussion about trainee’s planning, assessment, evaluation,
record keeping... Giving feedback:
Written Feedback Oral Feedback Maintaining communication with UWE: Professional practice office Professional tutor
Two filesProfessional Teaching File– Well organised– Demonstrating awareness of key policies – Clear planning, evaluation and AfL– Target setting and self assessment– Evidence of pupil progress
PD Portfolio (PDP)– Gathering evidence against the Standards– Formal observations, assessment feedbacks, subject
knowledge audits...– Trainee Progress Tracker– Reflective Journal
Key documents Trainee Progress Tracker (TPT) Observation form Interim review Target setting sheet Serial day target setting sheet Professional Improvement Plan(PIP) and
supporting observation sheet
Professional tutor visit Pre-observation chat with trainee. Observation – joint with CT or SBM,
approximately 30 mins. Files- must be up to date and will be
checked by PT PT supports the trainee but also the
school and is the trainee’s first contact at UWE
Making Judgements about the trainee
We are judging against Teacher Standards.
An ‘Outstanding’ judgement means you are
saying they have the potential and are on track to
become a very good teacher
Key features of an ‘outstanding’ studentIt is almost impossible to make a definitive list. However, certain features might indicate a trainee moves from ‘good’ to ‘outstanding’.
• Willingness to take risks- managing which risks to take!• Developing a ‘rapport’
with children• Using initiative and
inspiring children• Being reflective- using
lesson plans as ‘working documents’
• Maintaining pace in lessons- enthusing children
• High expectations and impact on learning
• Innovative teaching – using intuition
• Ability to adapt and be creative
• Good subject knowledge• Working effectively with
other colleagues
... ………….Consistently
Grading Rationale: Outstanding
Outstanding (1) For a trainee’s final grading to be 1: pupil progress and learning over time must be good
or better than expected; a minimum of five Standards graded 1 overall or four Standards graded 1 overall but many features of
other Standards also graded 1 (utilising assessment against the sub-headings);
all other Standards graded 2 (utilising assessment against the sub-headings); no grade 3 or 4 for any standard.
Grading Rationale: GoodGood (2) All primary and secondary trainees awarded QTS exceed the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. Trainees Demonstrate excellent practice in some of the standards for teaching and all related to their personal and professional conduct. Much of the quality of trainees’ teaching over time is good; some is outstanding. For a trainee’s final grading to be 2:* pupil progress and learning over time must be at least as expected; at least five Standards graded 2 overall; any grade 3 Standards must be scrutinised and would require grade 2 features
(utilising assessment against the sub-headings); no grade 4 for any Standard. • Careful consideration must be given where all of the trainee’s teaching is grade 2
but he/she has few/no grade 1 aspects; he/she is likely to be grade 2 overall. The final judgement should be agreed following discussion with relevant partnership
personnel. There should be close scrutiny of any grade 3 and grade 1 aspects.
Grading Rationale: Requires Improvement
Requires improvement (3) All primary and secondary trainees awarded QTS meet the minimum
level of practice expected of teachers as defined in the Teachers’
Standards by the end of their training. The quality of trainees’ teaching over time
requires improvement as it is not yet good. For a trainee’s final grading to be 3: pupil progress and learning over time is not always as expected; most Standards graded 3 overall; no grade 4 for any Standard.
A trainee can be judged to have exceed(ed) the minimum if he/she has evidenced features of good practice in some aspects of the Teachers’ Standards with no grade 4s.
Enhancing the Experience
Audit of the Training Environment – what is unique about your setting? – Engaging the whole school – Highlighting strengths and initiatives– Allowing for personalisation of placements– Beyond your setting (opportunities within your
cluster for example children’s centres, secondary schools, special schools)
Trainee assessment
Tutors from the University moderate judgements which may result in an increase or decrease in final grades following post-practice moderation. (final report box)
Judgements are made on a ‘best-fit’ basis – one final grade is recorded
External Examiners do not judge or affect schools’ judgements, they moderate the process.
Possibility of OFSTED visit Please stay in contact with us throughout the year. If you email your trainee’s PT s/he will get back to you
asap.