Manchester Metropolitan University

Faculty of Education in Partnership with Schools and Colleges

Secondary Programme of School Based Initial Teacher Training

Subject Mentor

Handbook (Core)Concise Guide

2017 - 2018

The purpose of the concise guide is to assist day to day SM tasks. The complete guide includes all the information needed for the SM role. All forms and documentation is on the partnership website (see below)

Page

Key Contacts 2

Roles and Responsibilities of Professional and Subject Mentors 3

The Trainee Entitlement 5

Calendar and key dates 6

Key weekly tasks 8

On line evaluation dates 13

Induction checklist for start of placements 14

Guidelines for creating a timetable (Block A) 15

Guidelines for creating a timetable (Block B) 16

Professional Practice Programme 19

Review forms 21

Progress panel/ remediation/AROF 22

Writing references for Trainees 24

Acronyms and Phrases used in documentation 25

OFSTED Framework 2012 onwards

1

As a provider of ITT who selects from high calibre candidates there is an expectation that under the Ofsted framework for ITT we, as a Partnership, will work together to achieve good and outstanding final outcomes for all trainee teachers who complete the programme.

As a result please note that schools working in Partnership with us will be asked to support trainees in achieving Good and Outstanding outcomes by the end of Block B

KEY CONTACTS

Karen Duffy Head of Secondary Partnership k.j.duffy@mmu.ac.uk 0161 247 2333 07747 443583

Beverley Ingham Partnership Administrator b.ingham@mmu.ac.uk 0161 247 6422

Yvonne Sinclair Head of Secondary Programmes y.sinclair@mmu.ac.uk 0161 247 2397

Karen Meanwell Head of ITE partnerships k.meanwell@mmu.ac.uk 0161 247 2037

All course documentation and podcasts can be found on partnership website

http://www2.mmu.ac.uk/secondary/partnerships/resources

2

THE SUBJECT MENTOR – Key Roles and Responsibilities

The Professional Mentor will, after preparation and training, assume responsibility for all ITT matters in the school and for liaison/communication with the Faculty of Education including a substantial responsibility for the quality assurance of the training provided by the school. (S)he will also be responsible for keeping the Leadership Team of the school informed about the progress of the ITT programme. In respect of the team of Subject Mentors, the Professional Mentor will:

Each year, when requested, identify for the Faculty of Education the subject departments in which placements will be offered in the next academic year (the trawl)

Identify and support Subject Mentors and their training needs, ensuring they are trained and prepared for their role before receiving Trainee Teachers

Monitor the training requirements of individual Subject Mentors and ensure they continue to meet the training entitlement of all Trainee Teachers

Provide an effective communication link between the Faculty of Education and Subject Mentors

Monitor the quality and consistency of training provision for Trainee Teachers. Monitor adherence to school ITT policy.

In respect of the Trainee Teachers’ entitlement, the Professional Mentor will:

Provide a school based training programme of Professional Practice /Issues and ensure that arrangements, data, information and resources are available for Trainee Teachers to carry out prescribed school based training activities and prepare for assignments

Monitor and comment in the Trainee Teachers’ School Experience Files and Record of Professional Development files

Monitor the progress of individual Trainee Teachers, carry out observations of classroom teaching, provide oral and written feedback, and carry out meetings with individuals to review their professional development, setting targets for future developments Record the development in a written summative report

The Subject Mentor, after preparation and training, will assume responsibility for ITT matters within the subject department and for liaison/communication with the Professional Mentor and the visiting University subject tutor. THE SUBJECT MENTOR In respect of the team of subject teachers (The department) the Subject Mentor will:

On an annual basis, agree with the Professional Mentor, the number of subject placements to be offered

Ensure that subject colleagues are adequately prepared to receive and nurture Trainee Teachers and understand their training needs

Agree to undertake any necessary training or professional development. In respect of the Trainee Teachers’ entitlement the Subject Mentor will:

Respect the rights of Trainee Teachers as fellow professionals and offer personal and professional support

Act in a training role: Be a role model of good practice, develop opportunities for the Trainee Teachers to observe and experience a variety of teaching styles and provide information on departmental policies and practice

Construct a timetable of classroom teaching with a variety of classes across different key stages and the full ability range taking into account the Trainee Teachers’ individual needs

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Provide weekly tutorials for the subject training programme as detailed in the subject course guide and ensure that information is available for Trainee Teachers to carry out

Prescribed school based training activities and prepare for assignments Monitor the Trainee Teachers’ School Experience Files /Record of Professional

Development and provide written comments in them Act in an evaluative and assessing role: monitor the progress of individual Trainee

Teachers and support development towards targets set Carry out a weekly formal observation of classroom teaching and provide

constructive oral and written feedback Hold weekly meetings with individual Trainee Teachers to review their professional development as subject teachers and agree targets

Record the development in a written summative report which will be given to the Professional Mentor

Main Role for Professional Mentors: to develop quality assurance of SMs

Ensuring the trainee entitlement is met by checking that the weekly lesson observations and mentor meetings take place;

Facilitating opportunities for the trainees to observe excellent practitioners outside their own subject departments;

Ensuring the accuracy and consistency of assessment against the Teachers’ Standards within the subject mentor team.

Re-affirming the need for mentors to have protected time to fulfil their mentoring and tutorial responsibilities

Emphasising the importance of mentor interaction with the trainee teacher’s School Experience File

Conducting joint observations with tutors/mentors where possible Ensuring joint observations for mentors with university tutor Organising collaborative mentor training session within schools Ensuring mentors are well trained and attend Subject Conferences Regular informal support of Subject Mentors Ensuring that mentors are kept up to date with deadlines Provide feedback from the PMCPD/Cluster Meetings to the Subject Mentors o Ensuring

that Subject Mentors have up to date Subject Mentor guides and proformas o Ensuring that Subject Mentors’ tutorial times are noted by the ‘cover supervisor’ o Ensuring that each trainee is attached to a form / tutor group.

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The Trainee Entitlement

It is vital that as a Mentor you familiarise yourself with all elements of the trainee entitlement. The trainee entitlement ensures that all trainees receive the same, high quality, basic entitlement. All trainees must receive their entitlement in full during each of the school placement periods. What is the Entitlement?

1. All trainees must have a formal observation with written feedback every week by their Subject Mentor

2. All trainees must have a mentor meeting every week with their Subject Mentor during which targets are set to support progress against the Standards.

3. All trainees are entitled to a formal observation by their Professional Mentor during each of the Block placements ( one for block A and two for block B)

Additional required Actions

4. All trainees are entitled to timetabled professional issues sessions in which they will work on generic themes alongside other trainees (this will be organised by the Professional Mentor on behalf of the school). All trainees must attend these sessions.

5. All trainees must have a gradualised timetable which builds to a maximum of 60% contact time (50% of 4 days in Block A and 60% of 5 days in Block B ) and which supports subject knowledge development and is personalised to reflect the trainee’s stage of development. This should be copied and given to the Professional Mentor who will maintain an overview of all trainee timetables.

6. All trainees must have the opportunity to observe examples of good practice in teaching and learning within and beyond their subject area.

7. All trainees are entitled to practical, professional support within the subject department e.g. access to schemes of work, policies and practices and access to supporting information such as SEN database.

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Faculty of Education Partnership PGCE Core Calendar 2017-2018

Autumn 2017 Week Beg 04-Sep 11-Sep 18-Sep 25-Sep 02-Oct 09-Oct 16-Oct 23-Oct 30-Oct 06-Nov 13-Nov 20-Nov 27-Nov 04-Dec 11-DecUniversity Wk No

6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Course Wk No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Mon* * Externals

Secondary Programmes Development Day 5/9/2017 Tues

Start of Programme 07/09/2017 Wed NPM SMT inc SMC1

SCM PTM PMCPD PC PSDG SCM

PG Fair 15/11/2017 ThuStart of Programme

Fri TEC

Last day of tra inee term

Half Term

SPRING 2018 Week Beg 01-Jan 08-Jan 15-Jan 22-Jan 29-Jan 05-Feb 12-Feb 19-Feb 26-Feb 05-Mar 12-Mar 19-Mar 26-MarUniversity Wk

No23 24 25 26 27 28 29 30 31 32 33 34 35

Course Wk No 16 17 18 19 20 21 22 23 24 25 26 27 28

MonBank Hol * * SMC3 this

week

STEPD Day 05/01/2018 TuesStart of Term for Trainees

Secondary Programmes Development Day 5/2/2018 Wed

NPM & PGS

SMT inc SMC2

SCM PTM PMCPD SCM PC

PG Fair 21/02/2018 Thu

Fri TEC Bank Hol

Half term

SUMMER 2018 Week Beg 16-Apr 23-Apr 30-Apr 07-May 14-May 21-May 28-May 04-Jun 11-Jun 18-Jun 25-Jun 02-JulUniversity Wk

No38 39 40 41 42 43 44 45 46 47 48 49

Course Wk No 29 30 31 32 33 34 35 36 37 38 39 40

Mon Bank Hol Bank Hol SMT

PG Fair 16/05/2018 Tues * Tier 1 Board

Secondary Programmes Development Day 21/5/2018 Wed PTM PMCPD SCM PC

End of Programme PSDG Tier 2

Board STM

STEPD Day 06/07/2018 Thu PGS

Fri TEC

Revi ew 5 with PM by 27/4 for

Half Term Rev 6 with PT by 13/6

Updated Rev 2b for AROF trainees by 11/12

CONSOLIDATION PHASE

Hand in CDA Task 1 & 2 - 9/5

INDUCTION PHASE FORMATIVE PHASE

Hand in ETL 13/10

Rev 1 with PT by 27/10

Rev 2a with PM by 13/11

Rev 2b with PM by 4/12 for AROF trainees and by 11/12 for others .

Half Term for Oldham & Tameside

ASSESSMENT PHASE

Rev 4 with PM by 9/3

External Examiners' 2 day visits in week 40. Sen.Mod visits in weeks 40 & 41

Rev 3 with SM by 2/2

Partnership Conference Date TBC

Half Term for Oldham, Rochdale & Trafford

DEVELOPMENT PHASE

Updated Rev 5 req for AROF trainees by 14/5AROF Trainees & 8/5 for

others

ASSESSMENT PHASE ENRICHMENT PHASE

Hand in ILA 7/1

Rev 3 with PT by 26/1

Key

University Sessions

Induction in School

Block Attachment A

Primary 3 day Attachment*

Block Attachment B

School Based StudyWeek (2 days off timetable)

Enrichment Phase

Half Term in School

PMCPD - Professional Mentor CPD Meeting (Cluster Meeting)

NPM - New Professional Mentor Meeting

PC - Programme Committee

PGS - Progress Board of Examiners

PSDG - Partnership Strategic Development Group

PTM - Partnership Tutor Meeting

SCM - Subject Co-ordinator Meeting

SMC - Subject Mentor Conference

SMT - Subject Mentor Training

STM - Secondary Team Meeting (a.m.)

TEC - Trainee Evaluation Committee

*this may need to take place at another time during the Programme but are in addition to other school days identified in the calendar.

The Easter holiday is variable. Trainees will work to school

term dates.

Cluster Twilights Consolidation

Phase.

3 days Post 16 to be covered through

Block A/B.

*

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GLOSSARY OF TERMINOLOGY USED IN THE PARTNERSHIP

CALENDAR AND CLARIFICATION OF MEETING TIMES

Abbrev Full Title Date of Meeting Time of

MeetingNPM New Professional Mentor Conference 13 September 2017 4.30 p.m.

10 January 2018 4.30 p.m.

PMCPD Professional Mentor CPD (Cluster Meeting) 11 October 2017 p.m.

7 February 2018 p.m.

25 April 2018 p.m.

PGS Progress Board of Examiners (1 year PGCE) 10 January & 17 May 2018 -

PM Professional Mentor Conference June/July 2018 date tbc all day

PSDG Partnership Strategic Development Group 15 November 2017 1.30 p.m.

20 June 2018 1.30 p.m.

PTM Partnership Tutor Meeting 4 October 2017 1.30 p.m.

31 January 2018 1.30 p.m.

18 April 2018 1.30 p.m.

SMC1 Subject Mentor Conference (Mentors &

Tutors)This meeting will take place during the SMT session

20 September 2017 4.30 – 6.30

SMC2 Subject Mentor Conference (Mentors &

Tutors)This meeting will take place during the SMT session

17 January 2018 4.30 –

6.30

SMC3 Subject Mentor Conference (Mentors, Tutors

& Trainees)

5 March 2018 (all week) All day

These sessions are on opportunity to meet the

University Tutor, to work on subject development and to

contribute to the development of the programme.

SMT Subject Mentor Training 20 September 2017 4.30 - 6.30These sessions are for new Subjects Mentors and 17 January 2018 4.30 - 6.30those wishing to update/refresh their knowledge and

understanding of the role.2 July 2018 4.30 - 6.30

TEC Trainee Evaluation Committee 20 October 2017 12.30 p.m.

19 January 2018 12.30 p.m.

20 April 2018 12.30 p.m.

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KEY WEEKLY DATES FOR SUBJECT MENTORS The week numbers shown on the calendars are those prescribed in University programmes. All forms are on partnership website . Please can you complete a weekly mentor meeting sheet ( on partnership website) as part of your weekly duties

Week Beginning Tick when complete

4 September Trainee Teachers register. University Programme begins 7 Sept

18 September Subject Conference 1 at Brooks 4.30pm – 5.00pm ( Wednesday 20 Sept).New Subject Mentors training. New SMs MUST attend this (session also online for those unable to physically attend). Can also be useful for those who need a refresher

Followed by subject specific session 5.10pm – 6.00pm. Subject Mentors who are supervising trainees for Block A must attend.

25 September Trainee Teachers arrive in school for the Induction Phase

Professional Mentors to draw up induction timetables, computer pass words etc. pupil trail and liaise with SM re timetables

Meet with the PM (29th Sept) to see if all ok in first week

2 October Assist PM to complete and return Induction Register of Attendance and Professional Conduct for the Induction Phase (to placement office)

Trainees in University on Thursday 5th and Friday 6th October

9 October Beginning of Block A for all trainee teachers on the 1 year programme

Trainees in University every Friday in October/Nov/Dec

16 October Check that trainee subject timetables are suitable and have identified opportunities for subject knowledge development.

Note name, email address and telephone number of visiting university tutors. UT will inform you of visit by 2nd November

23 October Half Term for most schools/colleges.

Trainee Review Point (1) with their Personal Tutor at MMU

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30 October

Check on gradualism of trainees timetable

6 November Meet with PM to check on trainees progress

13 November During this fortnight check the trainees is making good progress. Any trainee causing concern, please initiate the Remediation process with PM if needed

Complete your section on review 2a. Completed Review 2a to PM by 15/11 (once completed, they send to placements office by 22nd November)

20 November Make sure you have observed the trainee weekly during the placement (more if remediation/AROF)

27 November Any Trainee Teacher who is at risk of failure should be made aware at this point. Form AROF1 should be completed and returned to the Placements Office via the PM

Remind trainees to complete online Block A evaluation 04 December Senior Moderators / External Examiners visit AROF trainees

during this week.

Complete your section on review 2b. Completed Review 2b with PM by 11th December (non AROF) or 4th December ( AROF) . PM to send to placements office by 15th December

11 December Trainee Teachers stay in school until the end of the school term. This allows them to complete the collection of data and its analysis for the Inclusive Learning Assignment, assessment records and school-based tasks.

Make sure all school property/marking returned

01 January Trainee Teachers begin Term 2 at University .

15 January Subject Conference 2 at Brooks 4.30pm – 5.00pm ( Wednesday 17 Jan).New Subject Mentors training. New SMs MUST attend this (session also online for those unable to physically attend). Can also be useful for those who need a refresher

Followed by subject specific session 5.10pm – 6.00pm. Subject Mentors who are supervising trainees for Block A must attend.

Trainees to attend cluster twilight sessions in this week. PM/SM from schools to deliver sessions

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22 January Block B begins

Check that trainee subject timetables are suitable and have identified opportunities for subject knowledge development. Make sure students have an induction to Block B programme, developed by PM

Trainees in University on Friday 26th January 29 January Note name, email address and telephone number of visiting

university tutors.

Review 3 with Subject Mentor before 2nd February

12 February Half Term holiday for Oldham and Trafford

19 February Half Term holiday for other LEAs

26 February Prepare for Review 4 and complete it either this week or the week beginning 5th March.

Any Trainee Teacher who is at risk of failure should be made aware at this point after which Form AROF should be completed and returned to the Placements Office. Trainees who are RI, must be put on’ RI to Good procedures’ and trainees on Good may wish to look at the ‘good to outstanding’ procedures

Discuss with trainee and subject mentors prior to completing the Ofsted Grading of each trainee

5 March Subject Mentor Conferences (SMC3) for Trainee Teachers, Subject Mentors, and tutors at university

Complete your section on Review 4 to be with PM by 9th March. PM to send to programmes office by 13th March. Review 4 outcomes will trigger potential 3rd visit by university tutor

19 March Make sure all trainees seen at least once a week this point (more if remediation/AROF)

26 March Easter holiday start for most school/colleges on Friday 30th

March

Make sure review 5 underway with trainee

16 April Term 3 begins

Discuss with PM about placement requirements for next year . PM will Complete online placement trawl

Trainees in university on Friday 20th April

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23 April

Complete your section on Review 5 . This is with PM by 27th April (non AROF) or 8th May ( AROF) . The send to placements office by 4th May for non AROF and 9th May for AROF

Remind trainees to fill in online evaluation of block B

30 April Senior Moderators / external examiners to visit AROF trainees

this week ( continuing to next week in some cases)

Make sure trainee have arranged their enrichment timetables. Sign off their enrichment form

Make sure all school property /marking returned to school

7 May Monday 1st May Bank holiday

Last week in block B. Trainees are entitled to 2 days( 8th and 9th May) off timetable (in school) to complete assignment and paper work.

14 May Enrichment Phase begins

Trainees in University on Monday 14th May

Updated review 5 for AROF trainees to PM by 14th May

28 May Half term holiday in schools/colleges

11 June Wednesday 13th June – End of the PGCE programme

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Online evaluation dates Please remind students to complete this form . Please respond to the feedback sent you as PM, using the right to reply form

Goes live 1st reminder 2nd Reminder Final date Uni Send to school Block A/ Placement A

27th Nov 1st Dec 4th Dec 11th Dec 15th Dec

Placement B 12th Mar 16th Mar 21st Mar 27th Mar 18th April

Block B 24th April 30th April 8th May 11th May 18th May

Placement A2 15th May 22nd May 5th June 9th June 14th June

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Induction Checklist for the start of placements

PLANNING FOR THE ARRIVAL OF TRAINEES IN YOUR SCHOOL – THE PM WILL ORGANISE , PLEASE ASSIST WHERE POSSIBLE

□ Notify departments

□ Notify the canteen staff of additional numbers and dates of placement

□ Put advance notice of the placement in the school bulletin / inform staff

□ Arrange attachment to form groups and opportunities to teach the pastoral curriculum

□ Organise a weekly mentor meeting programme

□ Ensure that there are SOW, lesson plans/resources,and documents that provide

information on school policies and routines

□ Read the TIF for information and pass in department

□ Make sure Teaching assistants are aware of trainees

□ Inform ICT about temporary computer access for trainees

□ Send letter of welcome, enclosing prospectus, time they are expected in school and other

relevant information (or inform office to pass this on to students when the students call)

□ Organise a pre-placement meeting with all your department

□ Organise the programme for the preparation / observation week, including your first meeting

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GUIDELINES FOR TRAINEE TEACHERS’ TIMETABLES: BLOCK A In the following, a “timetable” refers to the total number of periods on the school timetable for Monday to Thursday. 50% of the trainee’s timetable from Monday to Thursday is available for the ‘Strands’ as described below

• collaborative / team teaching with a paired trainee teacher or class teacher or acting as a teacher’s aide, LSA or in a coaching role

• individual teaching, of whole lessons or parts of lessons • observing and supporting tutor groups and PSHE lessons, and a wider range of

subject teaching (NB assisting with tutor / form periods and PSHE should be counted as part of the 50% contact timetable)

Trainee Teachers should not take responsibility for Form Groups and PSHE until later in the placement and only when they have developed confidence in classroom practice. Where this is an agreed part of the timetable, it should be included within the 50% teaching load, not an addition. So if there are 24 (20) periods over the four days (Monday to Thursday) 12 (10) periods should be protected (incl. periods for tutorials) 6 (5) periods should be subject teaching (alone or in pairs) 6 (5) periods should be collaborative or team teaching However, this serves only as a guide to the teaching load by the end of the block. In some subjects discretion should be exercised to allow for particular subject demands and restrictions, e.g. extra-curricular demands. The proportions of observation, team teaching, support and full class teaching will be subject to gradualism, appropriate to the individual trainee based on your (and the SM’s) professional judgment about their progress and stage of development. It is important that the remaining 50% of a trainee’s timetable from Monday to Thursday should be protected time to enable them to:

• Prepare lessons and resources • complete School Experience Files and relevant school-based training activities • prepare for tutorials with Professional and Subject Mentors • observe, reflect on and evaluate their own and others’ teaching • read and research for the Inclusive Learning assignment have tutorials with

Professional Mentor and Subject Mentor these should all be timetabled clearly for specific periods during the four days e.g.

• 2 periods are named for PM and SM tutorials • 2/3 periods are named for work related to school-based training activities • preparation for tutorials with mentors is planned into the weekly programme • a balance of collaborative / support teaching and whole class teaching is planned • regular periods are named for planned observations in their own or another subject (this

may include observing their collaborative trainee colleague). NB Trainee Teachers should not be asked to cover for absent colleagues. They should have agreed subject teaching timetables and not be asked to take on other lessons due to departmental absence.

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GUIDELINES FOR TRAINEE TEACHERS’ TIMETABLES: BLOCK B In the following, a “timetable” refers to the total number of periods on the school timetable for Monday to Friday. 60% of the trainee’s timetable from Monday to Friday

The principle of gradualism continues to apply in Block B, but it is appropriate to expect from and encourage a greater level of independence from the trainee and they will begin solo teaching more quickly; the precise nature of the timetable being determined by:

• The Trainee’s progress in Block A, and comments in review 2a. • The Trainee’s confidence in moving to the new environment of Block B and its

associated challenges and opportunities. • The need to achieve the Standards for the Awards of Qualified Teacher Status by the

end of the programme. During Block B, approximately 40% of the trainee teacher’s weekly timetable should be protected time to enable them to:

• Prepare lessons and resources • complete School Experience Files and relevant school-based training activities* • prepare for tutorials with Professional and Subject Mentors* • observe, reflect on and evaluate their own and others’ teaching • read and research for the Curriculum Development assignment • tutorials with Professional Mentor and Subject Mentor

The items marked * should be timetabled for specific periods during the week e.g.

• 2 periods are named for PM and SM tutorials • 2/3 periods are named for work related to school-based training activities • NB on Block B trainees may become more involved in the planning and preparation of

PSHE lessons; where they are, it is important to include this within their subject teaching allocation

• preparation for tutorials with mentors is planned into your weekly programme • regular periods are named for planned observations in their own or another subject (this

may include observing another trainee colleague).

The remaining 60% of their weekly timetable is therefore available for: • subject class teaching • teaching with another trainee teacher, team teaching with the usual class teacher or

acting as a teacher’s aide • observing and supporting tutor groups and (if appropriate) teaching PSHE lessons*

So in a 30 (25) period week: about 14 (11/12) periods should be protected about 14 (11/12) periods should be subject teaching (which will include support or team teaching) and 2 (2) periods available for tutorials with mentors. However, this serves only as a guide. In some subjects discretion should be exercised to allow for particular subject demands and restrictions, e.g. extra-curricular demands. NB Trainee Teachers should not be asked to cover for absent colleagues. They should have agreed subject teaching timetables and not be asked to take on other lessons due to departmental absence.

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The Role of the Professional Mentor in Delivering a Professional Practice / Issues Programme The Professional Practice/Issues unit addresses a wide range of professional issues concerning teaching and learning (see suggested topic for each block). The unit seeks to brief trainees on national developments in curriculum and policy in secondary education to prepare them to participate fully in the school community when first appointed. The Professional Mentor is responsible for organising the school based experiences which enable the trainee to meet the future challenges of becoming an effective professional teacher, regardless of their subject expertise. Content of university-based sessions The sessions will vary in style and will include lectures from specialists in the field, group tasks, activities and discussions led by a university tutor. The Professional Practice lectures will hopefully be provocative in the sense that they urge trainees to respond and to formulate their own ideas – they are NOT designed to tell the trainees what to think.

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Suggested areas for school professional practice Block A Block B

• Professionalism

• Child Protection / safeguarding

• Health and safety in school context

• Behaviour Management

• Developing classroom presence

• Diversity /SEN /inclusion

• Issues Specific to School, e.g. faith

• Working with Parents and Carers ( including parents evening)

• Work scrutiny/closing feedback loop ,

marking policies

• Working with Teaching assistants in

classroom

• Pastoral Issues/ role of form tutor

• The Inclusive Learning Assignment

• EAL

• Numeracy and Literacy

• Questioning techniques and AFL

• Behaviour Management , including low

level disruption

• Assessment Afl ( life after levels ,

progress and attainment 8)

• SEN including Gifted and talented

• Pastoral Issues

• 14 – 19 issues

• Citizenship /SMSC/SRE

• Applying for jobs/ Interview preparation

• NQT Year/ career progression

• Report writing

• CDA

• EAL

• Prevent agenda

• Using data i.e ALPS, CAT

• Out of school visits

• Issues Specific to School, e.g. faith

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University Professional Practice Programme - Seminars

Safeguarding and E safety8th September

This two hour session will provide full coverage of the ‘CEOP ThinkUKnow’ introductory training for teachers to demonstrate some of the online dangers and daily challenges young people may face when using mobile technology as well as raising awareness of your own online conduct and digital footprint. The session will also mention what to do if faced with a disclosure and the importance of knowing safeguarding policies and procedures in school.

Introduction to professional Practice15th September

This lecture and seminar will focus on the main aims of the Professional Practice programme and how this unit will be beneficial during your PGCE year. You will also be introduced to the first assignment on Effective Teaching and Learning.

Teaching and learning 22nd September

In this session we are going to be considering how children learn. A very useful starting point for a reflection on learning is to consider how we ourselves have successfully learnt to do something. We are asking you to take time to think about a learning episode you have been through. It might be something you learnt how to do at school, or something not related to school-learning. It should preferably be something you learnt while you were school-age, rather than before or after. And for the purposes of this exercise, we are asking you to consider some learning you have engaged in outside of the subject(s) you are preparing to teach.

Behaviour Management 13 October

This afternoon will focus on behaviour management and explore the psychology behind behaviours. You will be given the opportunity to reflect upon yourself as a beginning teacher and how to develop resilience and be aware of your emotional self.

Inclusion 10 November

There will be a focus on inclusion, developing an understanding of what this means. This theme will support you with your Inclusive Learning Assignment. What are some of the difficulties in creating an inclusive classroom and how may I begin to address these to meet the individual needs of my pupils?

Language and Literature 24 November

There will be a focus on literacy in the school and the responsibility of every teacher, regardless of subject specialism, to develop literacy. Critical issues in literacy will also be explored. There will be a specific focus on linguistic diversity and teaching EAL pupils

Diversity 1st December

The main themes will include race, gender and education, LGBT rights and promoting equality through the curriculum.

Pastoral Curriculum12th January

This day will focus on the pastoral role of the teacher and what this involves. There will also be a critical and reflective exploration of the 'PREVENT' agenda and the promotion of British Values. You will also develop an understanding of effective PSHE within schools and what this means.

Assessment , Date and Pupil Progress20th April

This day will focus on issues in assessment and explore the various attainment measures available. Data and exploring pupil progress will also feature and effective strategies will be discussed.

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19

Datesand

Times

Subject Pedagogy Lecture Tutor Confirmed Seminars/ Workshops

9.00 - 12.00 12.00-13.00 or 13.00-14.00 14.00 - 15.30

6 Friday 08/09/2017 Core & SD INDUCTION: eSafety

7 Friday 15/09/2017 Core & SD Rationale for Professional Practice Chris Chambers Y Professionalism

8 Friday 22/09/2017 Core & SD Teaching and Learning Pura Ariza Y PP: Teaching & Learning

9 Friday 29/09/2017 SCHOOL PLACEMENT

10 Friday 06/10/2017 Core Introduction to Assessment Jenny Langley Y Workshop Session 1

11 Friday 13/10/2017 Core & SD Behaviour Management Mark Sackville-Ford Y PP: Teacher Persona

12 Friday 20/10/2017 Core & SD Inclusive Learning Assignment Anne Guilford Y REVIEW 1

13 Friday 27/10/2017 SCHOOL PLACEMENT

14 Friday 03/11/2017 Core Resilience Sarah Gregory Y Workshop Session 2

15 Friday 10/11/2017 Core & SD Inclusion: Dyslexia Dominic Griffiths Y PP: Inclusion

16 Friday 17/11/2017 Core Research Informed Teaching Prof. Moira Hulme Y Workshop Session 3

17 Friday 24/11/2017 Core & SD EAL Sharon Collins / Hannah

Issa Y PP: Language & Literacy

18 Friday 01/12/2017 Core & SD Diversity Nicola Smith Y PP: Diversity

19 Friday 08/12/2017 Core Creativity Prof. Gabrielle Ivinson Y Workshop Session 4

20 Friday 15/12/2017 SCHOOL PLACEMENT

24 Friday 12/01/2018 Core & SD British Values Abraham Moss Pupils Y PP: Pastoral & PSHE

25 Friday 19/01/2018 Core & SD Pedagogy Prof. Tony Brown Y Subject Groups with Maths Students

26 Friday 26/01/2018 Core & SD EMPLOYABILITY EVENT ON CAMPUS

38 Friday 20/04/2018 Core & SD Assessment Tony Stephens Y PP: Assessment

THE REVIEW FORMS At a glance:

Review and date Who with Phase in course Review 1 October Personal Tutor (university) Induction Phase Pre-Block

A Review 2a November Review 2b December

both Subject Mentor and Professional Mentor

Formative Phase. Interim progress review End of Block A

Review 3a January Review 3b February

Personal Tutor(university) Subject Mentor

Development Phase Start of Block B

Review 4 March

both Subject Mentor and Professional Mentor

Progression to date using Ofsted grading. Needed to indicate with remediation/AROF/Good to outstanding or RI to Good procedures

Review 5 April

both Subject Mentor and Professional Mentor

Late Assessment Phase

Review 6 June Personal Tutor (university) Enrichment Phase Final Review using Ofsted grading.

For the review meeting, the trainee must ensure their School Experience File ( SEF), Record of professional development ( RPD) and Subject Knowledge Audit ( SKA) are up to date. For reviews make sure you have access to

1. A copy of subject tutorial records / weekly mentor meetings 2. Attendance Record 3. REAL entries charting progress on the course 4. Copies of lesson observations 5. Record of School-based training activities and School Experience file 6. All Review forms, audit, and any other evidence of Professional Development ( RPD)

Make sure you do not use split grades on the forms Please make sure you use different colours on reviews 2a-2b and 4-5 , to indicate where progress has been made

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PROGRESS REVIEWS, REMEDIATION and AROF Very occasionally, trainee teachers do not make the progress necessary to achieve the outcomes by the end of the course. In such (rare) situations they may be required to take part in one of the following: • a Progress Review Panel meeting which would look at general issues relating to their

professionalism or engagement with the ITT programme. Its purpose is to deal with concerns regarding a trainee’s professionalism e.g. poor attendance, repeated failure to respond to mentor guidance, unprofessional behaviour generally which is signalled by the personal tutor in partnership with school mentors or

• the Remediation process, which would address issues of concern in relation to their

progress in meeting the Standards. This would be identified via the use of Progress Indicators.

Please contact the university tutor and the placements office to request a progress review panel or the remediation progress for any trainee ( students MUST be made aware if you do initiate either of the procedures) The following points should be borne in mind:

1 Remediation should be the result of concerns which have been logged and discussed with the trainee, i.e. not come as a complete surprise to them.

2 Remediation should be jointly managed by the Professional and Subject Mentor, in

consultation with the university tutor. 3 Remediation does not mean that the trainee will fail – in fact very often the process alone

can give the trainee a sense of urgency to meet stated targets and to refocus their efforts.

PROCEDURE 1. Any serious concerns which Mentors (PM or SM) have should be logged on the School

Experience Remediation Agreement (SERA) under the “Cause for Concern” heading. These are on partnership website The procedure can be initiated at any point in the course but not before week 3 of Block A /B

2. The PM and SM have a meeting with the Trainee and discuss the SERA areas of concern. (Concerns should be communicated to the university Tutor and placements office).

3. The PM sets up a meeting in the school, between the PM, SM, TT and UT.

4. An agreement is reached about suitable targets and steps to taken. These should be logged under the “Procedures for Remediation” section and should be dated and signed by the TT, the PM, the SM and the ST.

5. A copy of this agreement should be given to the Trainee, PM, SM, ST. A copy of the remediation agreement will also be placed on the Trainee Teacher's file; please send a copy to the placements office.

6. A date for reviewing the Trainee Teacher’s progression in response to these procedures should be set (normally two school weeks after the remediation targets were drawn up).

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7. The Trainee, PM, SM and university tutor should meet on the agreed date to review progress.

8. If the remediation procedures agreed are successful (i.e. targets met) a set of further targets should be set to sustain this progress.

9. If the procedures are not successful in remediating problems and the Trainee is still deemed to be cause for concern, further formal processes will be involved. An entry to this effect will be made under “Recommendation” on the SERA. This will probably mean a visit from an external examiner or senior moderator. This process is known as At Risk of Failure (AROF)

10. The Trainee, PM, SM and University tutor should sign and date the entry made in this

section and each keep a copy of this Review and Recommendation. Students who do not meet the standards at the AROF stage of the process or are cause for concern are discussed at the progress board. It is an important meeting and either the Professional Mentor or Subject Mentor of the trainee being discussed should attend the morning, informal discussion stage. In the afternoon, a formal meeting to confirm recommendations to the final board of examiners and to make prescriptions for some trainees . Place and date of meetings for the PM: Block A: Brooks Building, Wednesday 10th January 2017 Block B: Brooks Building, Thursday 17th May 2017

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Professional Mentor's Reference

This will contain detailed information on Trainee Teacher's progress in Block A or B, in relation to their main subject specialism (if appropriate additional subjects/ languages) and to the RPD. . It is intended that only one Professional Mentor reference is written for each student, but it will be necessary to update it as the Trainee Teacher progresses, particularly when landmarks in assessment schemes are passed. We recommend that the reference is signed by the PM and the relevant subject HOD. Below are some guidelines for writing the reference which should: • Reflect the information contained in the record of review 5 (or earlier as appropriate) Be

linked to the performance of the trainee against the QTS Standards not Ofsted criteria Be amended to fit a particular school or job.

• Place the trainees’ performance within the context of the school. • Reflect the trainees’ performance in their subject in the areas of planning, class

management, teaching styles, subject knowledge and assessment • Comment on relationships between trainee and pupils and trainee and staff. • Comment on the trainees’ attitude, professionalism and commitment. Refer to pastoral

and extra-curricular involvement. • Offer a recommendation in the closing comments • Be clear and fair to the trainee, the school and the profession.

We strongly recommend that you share the reference with the trainee; obviously references should be honest and professional and therefore all statements should reflect the nature and content of discussions and documentation about trainees’ strengths, areas for development, progress and particular experiences they have gained whilst on placement at your school. In other words, references should not include issues which have not already been discussed with the trainee in the normal course of their placement; if there are issues or difficulties that the trainee has experienced, they should already be aware of these and your views on them. Because of the way in which requests for references occur and of the speed of response often (increasingly so) required, the applicant has to name two referees, one from school and one from University. Therefore, we recommend to trainees that they use the name of their PM and the PGCE Programme Leader as their referees. In Block B, trainees will decide which PM they prefer to use as a referee.

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ACRONYMS AND PHRASES USED IN DOCUMENTATION

Phrase Meaning

AROF At Risk of Failure

Block A First main teaching Placement Autumn term

Block B Main teaching placement Spring/Summer terms

CDA Curriculum Development Assignment (Block B)

CPD Continuing Professional Development

EAL English as an Additional Language

ETL Effective teaching and Learning Assignment ( block A)

ILA Inclusive Learning Assignment (Block A)

ITT Initial Teacher Training

PDSG Partnership development steering group

PGCE Post Graduate Certificate in Education

PM Professional Mentor

PMCPD Professional mentor CPD ( used to be cluster meeting)

PT Partnership Tutor

Progress Indicators Descriptions of the Standards ( the grading Matrix)

QTS Qualified Teacher Status

Record of Direct Contact Record of the trainees' entitlement on placement, e.g. observations

Remediation A process to support trainees not making adequate progress

Review 2b etc Staged points in the year for reflection and target setting

RPD Record of Professional Development (on line)

SEF School Experience File

SERA School Experience Remediation Agreement

SKA Subject knowledge audit

SM Subject Mentor

SMC Subject Mentor Conference ( face to face or on line)

SMT Subject Mentor Training

NCTL National College for Teaching and Leadership

TEC Trainee Evaluation Committee

TIF Trainee information form ( was SPAB form)

TT Trainee Teacher

UT University Tutor

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