pgce primary and pgce 3-7 (including school direct tuition) 2019 … · 2019. 10. 15. · ensure...
TRANSCRIPT
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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
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Session Overview
• Introductions
• Recent developments
• SBT1 :
• Changes for 2019
• Weekly schedule & key tasks
• Timeline for SBT1 and submission of reports
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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
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Partnership Developments
Triggers for change:
• Reviews and feedback• Addressing trainee workload• Mental health and wellbeing considerations• Clarifying communication pathways• Meaningful and purposeful expectations
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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
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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.
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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/
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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
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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
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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.
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Professional Action Plan – trainees will arrive with 2 targets
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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.
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Your thoughts?
• How could you see the role of Primary Link Tutor being utilised effectively in your context?
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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/
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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
http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/
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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.
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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.
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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.
11 Nov SBT1 SBT1 SBT1 SBT1 SBT1
PA1
18 Nov SBT1 SBT1 SBT1 SBT1 SBT1
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
09 Dec SBT1 SBT1 SBT1 SBT1 SBT1
PC
16 Dec SBT1 SBT1 SBT1 SBT1 SBT1
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SBT1 Key Tasks
✚ Observe best practice, including in preparation for
your EV725/6 assignment
✚ Intervention Group(s)
✚ SEND pupil case study
✚ SSP /GPS tasks
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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.
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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
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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
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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
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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
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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
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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)
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Progression across SBT1: Mentor support weeks 4 - 7
Week 4
• Discuss & review action plan, agree new targets
• 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
• Discuss & review action plan, agree new targets
• 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
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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.
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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
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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:
http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/
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.
http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/
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Questions? Feedback? Support?
Contact us:
Email:
Direct access to forms, guidance and handbooks:
http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/
mailto:[email protected]://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/
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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]
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http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/
http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/