Pre-placement Meeting for B.Ed Yr 3 19 th January 2016 Welcome to the joint school, student and link...
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Transcript of Pre-placement Meeting for B.Ed Yr 3 19 th January 2016 Welcome to the joint school, student and link...
Pre-placement Meeting for B.Ed Yr 3
19th January 2016
Welcome to the joint school, student and link tutor
meeting
The journey so farâŚâ˘ Yr 1 â 3 short placements in pairs (Focused
observation, supporting teachers)⢠Yr 2- 2 assessed placements moving from
teaching groups to teaching whole class.⢠Substantial pedagogy and Subject knowledge
input across all NC subject areas ⢠Specialism in a core and non-core subject
Focus for Yr 3 placement
How will students progress?
Organisation of Yr 3 Final Placement
Yr 3 Final Placement overview
Documentation⢠Folder and handbooks for schools
⢠Guidance for Planning & Pupil Assessment â on Moodle & student copy
⢠All documentation can also be found at http://elearn.glos.ac.uk/course/view.php?id=509and on Moodle
2 attachment days* and intro week 1(21st, 22nd January*, w/b 25th January)
School induction Students to find out about:⢠general context of class/school (Moodle form â âContext for
teachingâ)⢠pupilsâ attainment and progress, groupings, individual needs⢠when and what they will teachNegotiate date to visit pre-school, secondary school, different Key
Stage (to be arranged with school)Agree key datesAgree focus for Professional Studies enquiryAccess to key school policies â complete Placement Information
Documents (see checklist)Share targets for professional development
Planning & evaluation requirements ⢠Individual lesson plans with evaluations for everything taught to at
least half term⢠Daily (focused) evaluations once students are working from
daily/weekly plans⢠Weekly evaluations and target setting against Teachersâ Standards
in PDP â students to discuss with mentor/classteacher.⢠Assessment records and actions evident in planning documents⢠Medium Term Plans as detailed in Planning Guidance booklet⢠Homework⢠Display⢠Weekly timetableAll planning must be concerned with moving childrenâs learning
forward
Pupil assessment - written requirements
⢠Lesson evaluations â consider progress of groups and individuals⢠Notes on individual pupils/observation⢠Class records in line with school practice to track progress and
inform planning⢠Target group records⢠4 pupil profiles (to incl. 1 underachieving / SEN pupil)⢠2 draft reports for parents (use school format)
Plus marking, oral feedback to pupils, questioning, discussions with pupils, etc
Intro weeks 2 and 3(1st Feb â 12th Feb)
Students will:⢠Observe pupils and teachers daily (incl. subject leaders in other
classes)⢠Take responsibility for managing whole class â build up to at least
50%⢠Begin to assess pupils and develop record keeping â note progress to
inform planning, start to collate evidence to inform 4 pupil profiles⢠Teach collaboratively & some independently â indivs, groups & class⢠Plan independently by end of this period⢠Discuss schoolâs Science & non-core Medium Term Plans/EY MTPs⢠Engage in weekly evaluationSchools/Link tutors will:⢠Undertake first observation (joint if possible/appropriate)⢠Begin File Monitoring Form
February ½ term (KS1/2)⢠Science & non-core MTPs with cover sheets prepared for
5 week block â should include planning for PE⢠At least 2 âfrom scratchâ⢠Weekly timetable (a week at a time)⢠Highlighted level descriptors/weekly evaluations â discuss⢠Mid-point review âReadiness to commenceâ form
completed with LTLink Tutor will also look at PDP
Any concerns should be reported at this stage to the Link Tutor.
February ½ term - FS⢠Ideas web for topic(s) to be covered⢠Cover sheets (1 for each Area of Learning and Development)⢠Sequence of learning (if appropriate)⢠Weekly overview sheet for own teaching in first week⢠Daily timetable for first 1 or 2 days⢠More detailed plans (for adult-led activities) for first 1 or 2 days⢠Be able to talk to their LT about their outline plans for the
following weeks and demonstrate that they have thought about resourcing issues
⢠Highlighted level descriptors/weekly evaluations â discuss⢠Mid-point review âReadiness to commenceâ form completed
with LTLink Tutor will also look at PDP
English/Maths Weekly Planning
⢠For the 5 week blockAt the mid-point review, all students should know which English and Maths topics/units they are covering, and when, for the remainder of the placement.
They should also know whether they are ready to move to teaching from weekly plans rather than individual lesson plans.
After half term⢠Teach for up to 80% of the week⢠Non-contact 20% (10% PPA + 10% Professional development
incl Dissertation prep.)⢠Pupil assessment records in line with guidance⢠Meet regularly with mentor and/or Class Teacher to discuss
progress (record on pro forma â Moodle)⢠Weekly evaluations against Level Descriptors (Teachersâ
Standards) in PDP in discussion with mentor and link to evidence
⢠Continue to respond explicitly to feedback⢠2 reports to parents, shared with class teacher (and mentor) by
18th March
Impact of teaching on childrenâs learning
⢠Lesson appraisal feedback part 1⢠Progress within individual lesson âŚ..evidence?⢠Professional discussion with mentor & LT during
final extended LT visitâWhat are you teaching?â âWhat do the children already
know/understand?â âWhat are the children learning?â âHow do you know?â
Assessment data
Teachersâ Standards 2, 5 & 6:â˘Students to engage in discussion with teachers in order to understand how to use local & national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of achievement
Find opportunities for...
⢠Communicating with parents and carers⢠Working as part of a team, including
managing others, such as TAs and volunteers
⢠Setting homework⢠Display⢠Engaging fully in the wider life of the school
Role of school (Mentor/Classteacher)⢠Support, advise and facilitate in line with requirements for
placement⢠Monitor progress and communicate any concerns to student,
Link Tutor & University as soon as possible⢠Share/discuss Medium Term Plans in advance of February
holiday⢠Arrange for a weekly tutorial to review progress/targets⢠Complete mid-point review⢠Formally observe and feedback (written) at least 4 times* -
include non-core strength & early reading/phonics (where appropriate)
⢠Verify the studentâs evidence of progress against the Teacherâs Standards
⢠Assess and write report with Link Tutor
Assessment of students⢠Formal observations with verbal and written feedback including
(where appropriate) phonics/reading, Maths, foundation subject strength
⢠2 joint formal observations by Link Tutor and School Staff for moderation purposes
Student may be observed on more occasions⢠Formative discussion and completion of Level Descriptors at mid
point review, supported by evidence.⢠Final Link Tutor visit - professional discussion⢠Final School Report with grades evidenced against the Teaching
Standards.
Students or schools must inform the partnership office as soon as possible if there are any concerns about these procedures.
Placement Report⢠Written jointly by Link Tutor and School staff during
Link Tutorâs final visit
⢠Report to be shared by school staff with student during the final week of the placement following moderation meeting on 21st March.
⢠Student to receive copy of report after this feedback and copy e-mailed to link tutor, who will check, sign and forward to University
Professional discussion at end of placement
⢠Student, Link Tutor, Mentor/Class Teacher⢠Final LT âextendedâ visit⢠Student to demonstrate ability to
articulate/analyse and reflect upon his/her progress â informed by evidence
(Students should gather and signpost to evidence throughout the placement in reviews and evaluations)
Moderation of assessment
⢠Lesson observation notes/student evidence⢠Triangulation of evidence from Mentor, Link
Tutor and Student⢠Visits from University moderators ⢠Possible visit from External Examiners ⢠All judgements are evidence-based.⢠Moderation meeting (21st March, Park
campus, 9.30 â 12.00 plus lunch, followed by the Partnership afternoon conference)
Extract from the Placement Report form
HIGH EXPECTATIONS, MANAGING BEHAVIOUR, WIDER PROFESSIONAL RESPONSIBILITIES (Teachersâ Standards: 1, 7, 8)
Overall Grade
TS 1
TS 7
TS 8
Strengths Areas for Development
Trainee course grade
Description 4 â Point Scale
1
High Level of achievement Good level with features of High Level
Grade 1
Demonstrates excellent practice in some standards and not less
than good
2
Good level of achievement Achieving QTS with features of Good
Grade 2
Exceeds the minimum level of
practice and at a good level
3 Minimum level of practice for Achieving the Teachersâ Standards for QTS
Grade 3 Meets the minimum level of practice for QTS
4
Teachersâ Standards for QTS not achieved
Grade 4
Does not meet the minimum level of practice for QTS
Concerns⢠Students giving cause for concern will be informed as
soon as possible and offered support and guidance from school staff and the LT
⢠If concerns continue, the student will be informed in writing, with clear targets and deadlines set to support progress (Statement of Serious Concerns)
⢠Students who fail to make the desired progress by the given deadline will receive a visit from a University Moderator. This may result in the termination (i.e. fail) of the placement.
In exceptional circumstances a Headteacher may request an immediate withdrawal of a student from school.
From good to outstanding
⢠80%+ grades likely to be good or very good⢠Studentsâ self-evaluation and on-going formative
feedback â challenging targets⢠Outstanding planning, deployment of other
adultsâŚ..impact on pupil learning⢠Lead meetings, share research/assignment
findings, run extra-curricular activities, teach strengths in other classesâŚâŚâŚâŚ..
Dissertation⢠Focus to be confirmed with school staff during intro
days⢠Must be manageable within the school context⢠Focus on in-depth evaluation of teaching and
learning⢠Appropriate ethical code must be adhered to (school
to sign ethical statement agreement)⢠Mid-point review â monitoring stage⢠Dissertation Supervisor support⢠Submitted in May
BE6002 Inclusion: individuality and diversity
Students to have opportunity to apply own learning to classroom teaching
⢠Identify an underachieving / exceptionally gifted child as 1 of 4 profile pupils
⢠A critical, analytical evaluation of a child case study⢠Impact on teaching and learning?⢠Qualitative evidence in appendices⢠Submitted in April
General information⢠Professionalism⢠Students with SEN⢠Interviews⢠PPA time⢠Ofsted inspection in school⢠Residential trips⢠Absences⢠INSET days, âTheme daysâ⢠Facebook, e-safety, mobile phones⢠University âeventsâ ⢠SnowâŚ
Communication⢠Placement queries:â Mentorâ Link Tutorâ Partnership Lead â Fiona Hunt ([email protected])â Course Leader â Emma Howell([email protected])
⢠Absence: â Students to contact School + Link Tutor + Personal
Tutor + Partnership office. Absence is also recorded on the final placement report.
Professional Studies enquiry, Jobs and Supporting Vulnerable Children
Joint Event
All students need to attend University on
Wednesday 16th March
And finally...
Thank you!