Mentor Briefing UGSE3

2018

To be aware of expectations of student teachers engaged in their final school experience

To be aware of the mentor support required

To become familiar with documentation for the final placement

Serial Days: 11th – 12th January, 15th - 19th January

8 week Main Block: 22nd January – 23rd March

Interim report:

Friday 23rd February 2018

Workshops for those students requiring additional

support

w/c 12th February

Seven days.

Expectations in handbook:

FS p5-10

KS1 / 2 p11-15

Preparation days are an opportunity to gather

data, start School Based Tasks and get to

know the children and classroom and school

routines

In the main block, student teachers move from

60% to 80% timetable, aiming to be, as far as

possible, the class teacher

Seven x weekly appraisals with mentor

Phonics Appraisal – now a requirement for both

SE2 and SE3

CPD Tracker completed

Interim report

Midpoint Moderation Appraisal (one of the seven)

mentor and link tutor (week 3 or 4)

Phonics Appraisal

Exit Interview with link tutor (week 6 or 7)

Triangulation meeting and report (student teacher,

class teacher and mentor reviewing the placement and

producing summative reports, overall grading and

targets for NQT induction)

A visit from an external examiner to a

small sample of schools (March 2018 date tbc)

Visit 1:

Early in main

block

Visit 2:

Stage 1 of exit

process

Shared

appraisal at

mid-point to

support target

setting

Visit 3:

Stage 2 of exit

process:

Exit interview

in final two

weeks of block

(+ moderation

of

judgements)

SE3 Handbook

The “Detailed Expectations” section is specific

Appraisal handbook

All the necessary forms for mentors for appraisals

Planning and Assessment Guidance

Planning documents and requirements for student

teachers

Dealing with Placement problems

NASBTT Toolkit - TS

All available electronically and in hard copy

https://www.yorksj.ac.uk/placements/information-for-

mentors-and-link-tutors/

Student Profile

Contains Summary sheet for school

placement

Weekly Reflective Learning Journal (RLJ) and

record of weekly meetings

Teacher Standards evidence pages

Summative overviews for mentor,

class teacher and student teacher

NASBTT grading criteria*

Significant key changes have been made to :

1. Assessing against the Teacher’s Standards

within appraisals

2. Post appraisal reflections and target setting

3. Students teachers’ weekly reflective

learning journal

4. Revisions to Student Profile handbook

5. Procedures for students working at Grade 3

(Requires Improvement to be Good)

Grading against individual Teachers’ Standards

now part of the weekly meeting and also in

summative judgements at the end of the

placement.

Early check against targets set in SE2. These

should be met by the end of week 2 where

possible, and intervention strategies put in

place if necessary.

Early use of ‘Requiring Improvement Action

Plan’ pro forma for students achieving

grade 3

Every student MUST have an early reading

appraisal in SE3 (as well as SE2)

The appraisal must be undertaken in a KS1 or

EYFS class.

Students are expected to plan and teach a

sequence of three (minimum) lessons on

phonics with a class or group.

The appraisal should take place in the final

taught lesson.

Students can be appraised by your mentor or

EYFS/KS1 teacher.

All students must have their CPD tracker

signed off by their mentor when they have

completed the different aspectss

There may be other aspects undertaken in

consultation with mentors

There is space for any aspects to be added

on the tracker

Takes place in two parts . This helps ensure accuracy

and appropriate rigour in the assessment of all trainees

Stage 1: A shared / moderated appraisal which should

be undertaken at the midpoint of the final school

experience and be conducted jointly by the link tutor

and the mentor

Stage 2: An exit interview which should take place at

the end of a final school experience during which the

link tutor will check the student teacher’s supporting

evidence and agree the mentor’s final summative

judgments.

This is a quality assurance process ensuring that all

judgments made by mentors are in line with those made

by link tutors

Lesson appraisal FORMATIVE judgments Summative judgements: weekly, interim,

final( Looking at all the supporting evidence )

Judgments made against individual Teachers’ Standards (at this point in the student teacher’s development)

The student teacher should record the evidence of the progress from this lesson made towards meeting the Teacher’s Standards in their profile document, referring to NASBTT guidance document.

Formative grading against the Teachers Standards ( weekly)

Indicative summative judgment at the interim ( midpoint) of the placement

Final summative judgment at end point of the placement

We expect student teachers in their

final placement to be:

Reflective

Increasingly autonomous

Demonstrating sustained

competence in the classroom

Demonstrating potential to become

an NQT

Please try to arrange a regular weekly meeting

with the student teacher

Consider Friday or Monday so that the RLJ can

be read, discussed and acted on in the following

week

The questions should be given to the

mentor in advance of the meeting

Mentors need to decide whether they are happy

with an electronic copy and if so, when? Lay

your ground rules about communication outside

school

R

E

F

L

E

C

T

I

V

E

Pages 2 and 3 of the RLJ should be completed by

the mentor and student teacher through discussion

during their weekly meeting. It should be informed

by lesson evaluations, and by an overview of the

whole week.

Student teachers should be demonstrating sustained

competence

During the weekly meeting the reflective learning

journal should be used to help identify targets for

the forthcoming week.

R

E

F

L

E

C

T

I

V

E

1. Summarise and review your progress towards

your targets from last week.

2. Summarise this week’s teaching. What

evidence exemplifies the quality of your teaching

and your impact on pupil learning and progress?

3. What evidence demonstrates your awareness

and analysis of your own professional

development needs?

4. Identify a lesson, activity, interaction or

observation that has had a significant impact on

you or your pupils. Explain the significance of

this.

R

E

F

L

E

C

T

I

V

E

5. Identify your key objectives / targets/actions for the next week. Consider what needs to be learnt, understood or developed during the forthcoming week. 6. Outline any specific actions that may need to be taken.

Mentor comments /suggestions

See paper copies for grading

R

E

F

L

E

C

T

I

V

E

Planning, teaching and assessment of

whole class

Own professional development, including

the use of CPD time

That they are prepared for the daily rigour

of the job

An ability to cope with change/be flexible

A

U

T

O

N

O

M

O

U

S

Consistency in all aspects of preparation,

teaching and assessment

Reliable standards when not being appraised

Good role model in all situations

C

O

M

P

E

T

E

N

T

Meet all Teachers’ Standards

Fulfil all aspects of the role of the class

teacher

Highly respected by learners

and colleagues

Positive attitude

Willingness to learn and be available to help

P

O

T

E

N

T

I

A

L

Support

Planning, teaching and assessment

Classroom management

Professional development and wider

involvement in the school

For completion of school based tasks

Appraise

Lessons

Professional performance and

characteristics

Files

Familiarising with school polices and routines,

including the school behaviour policy

Getting to know children and staff

Finding out about prior learning

Preparing planning for the main block

Observing and teaching alongside the class

teacher

Taking increasing solo responsibilities for the

class

School Based Task

See Handbook

P

R

E

P

A

R

A

T

I

O

N

Teaching should only be undertaken by student teachers

based on clear and prior planning.

Student teachers must prepare medium term plans in

advance and session plans for every taught session.

YSJU pro formas do not need to be used, but there must

be a written plan for every session taught. Please refer to

the planning and assessment guidance document.

Medium term planning for the main block must be

approved by mentors by the end of the preparation days .

If planning has not been approved, the student teacher

must NOT start their placement and the link tutor and SE

Director must be informed.

P

R

E

P

A

R

A

T

I

O

N

Student teachers may use school medium term planning pro forma structures as long as these include all the elements identified on the University medium term pro forma:

- Number of weeks / sessions.

- Length of sessions.

- Learning objectives.

- Success criteria (steps to learning).

- Curriculum 2014 reference.

- Teaching and learning activities.

- Resource implications.

- Assessment opportunities.

Medium term planning may take a variety of forms such as thematic, skills based or ‘creative curriculum’ planning.

P

R

E

P

A

R

A

T

I

O

N

60% teaching to start, working up to 80%

by week 3.

10% PPA and 10% CPD time.

Becoming the class teacher

Reflective

Increasingly autonomous

Demonstrating sustained competence in the

classroom

Demonstrating potential to become an NQT

M

A

I

N

B

L

O

C

K

Key features of effective planning:

Key learning objectives referenced to NC/ELGs etc.

Success criteria

Assessment plans

Use of other adults [if appropriate]

Activity/differentiation/special considerations

Resources

Vocabulary

Brief outline of session including key questions as

appropriate

Evaluation of learning and teaching/next steps

Expected timings

M

A

I

N

B

L

O

C

K

Students may devise their own format for

planning but must ensure they pay

particular attention to the impact of their

teaching on pupil progress.

Student teachers should evaluate each

lesson taught making particular reference

to the impact of their teaching on pupil

progress. This information should inform

their weekly reflections and subsequent

target setting.

M

A

I

N

B

L

O

C

K

Significant expectations around monitoring and

assessment.

We expect the student teachers to:

Start with basics provided by YSJU

Increasingly take on more of the school’s

approaches and/or their own approaches

developed alongside the school

Have robust cycles of planning, teaching,

assessment

Clear and useful records

M

A

I

N

B

L

O

C

K

Well kept files are required for passing this placement Four files:

1. Teaching file Everything needed for one week in the classroom 2. Planning and archive file Long and medium term plans, schemes of work etc. Overviews where appropriate Archive of lesson planning 3. Standards file Student profile document Grading Guidance School based tasks 4. Monitoring and Assessment File Assessment records Samples gathered under 10 headings to support the exit appraisal process

M

A

I

N

B

L

O

C

K

All appraisals should result in:

Constructive, formative feedback;

Subject specific feedback

Target setting related to the TS

Supporting the student teachers in

understanding how to improve e.g.

from RI (Requires improvement to

become good) to Good and Good to

Outstanding

NB No summative judgments or overall grades

for appraisals (See weekly RLJ)

M

A

I

N

B

L

O

C

K

Grades of 1 = Outstanding, 2 = Good, 3 = Requires improvement to become good and 4 = below standard.

All grades are appropriate to the stage of the student teachers' training

Final grades are embedded in the student teacher’s reference

J

U

D

G

E

M

E

N

T

S

Refer to the documents

Use of Teachers’ Standards to inform grading for all

School Experiences

(See guidance in Appraisal Handbook p23-27 and NASBTT

Toolkit which provide s greater detail for making overall

summative grading judgements )

Students should have highlighted the NASBTT guidance

document on the Teachers’ Standards as a self evaluation

before the start of this placement

This is repeated halfway and at the end along with mentors

support (See Handbook weekly reminders)

J

U

D

G

E

M

E

N

T

S

. Discussion of and agreement on a final summative

grading - link tutor and mentor. Summative judgements

are made on a ‘ best fit’ basis against the Teachers

Standards judging competence.

Exit Interview

Some student teachers will have an additional

moderation appraisal from an external

examiner

J

U

D

G

E

M

E

N

T

S

Mentor, class teacher and student

teacher. This should be done as a

collaborative exercise with the student

teacher

Final report/summative comments from

each

Final signing off of standards

Target setting for NQT induction

J

U

D

G

E

M

E

N

T

S

Clear procedures in the Dealing with Placement

Problems

Most problems are small and can be solved quickly at

school level

Anything bigger or longer term MUST involve YSJU at

an early stage. Don’t wait till time is short!

Contact link tutor first or SE3 Director if it’s

urgent/major

Students at grade 3(RI) or below will need

additional targets in place using the YSJU

Requiring Improvement Action Plan proforma

J

U

D

G

E

M

E

N

T

S

Can copies of C for C please be sent to:

Sally Maynard (SE Director –

s.maynard@yorksj.ac.uk ) as well as to:

Student’s A.T. (students’ responsibility

to send)

Link tutor (Link Tutor should be aware,

will have discussed targets and signed

the form along with the mentor)

Refer to the Handbook regularly and weekly emails

Understand the files – especially Teaching, M&A and

Standards

Discuss the student teacher’s targets from SE2 and

how to address them

Check MTPs before the main block and all planning

during. Is the student teacher focussing on children’s

learning or activities and tasks?

Plan a timetable for the whole block if possible

Arrange weekly meetings and discuss student

teacher’s reflections and grades

Are assessment records focussed on children's

learning?

Overall confidence, competence and progress

Weekly emails will be sent to mentor / link

tutor and student teacher throughout the

placement with reminders of key

requirements

For supporting our student teachers

All documentation can be found on our website:

www.yorksj.ac.uk/placements

Sally Maynard: SE3 Director

T: 01904 876496

E: s.maynard@yorksj.ac.uk

Nicola Thompson : Student Placements Team Manager

T: 01904 876549

E: n.thompson@yorksj.ac.uk

School Placements Office

T: 01904 876663 (Rachael Brook)

E: placements@yorksj.ac.uk