· Web viewthe alternative age phase. PGCE (Early Years) student teachers will have completed...

PGCE Placement 2 School Experience

Summer 2020

Supplementary Notes of Guidance for Student Teachers,

School and University Mentors, and Class Teachers

Plymouth University, Institute of Education ITE Placements and Partnership Team Room 109, Roland Levinsky Building Drake Circus Plymouth PL4 8AA Tel: 01752 585324 Email: [email protected]

mailto:[email protected]

PGCE Primary and PGCE Primary (3-7) and (5-11)Placement 2

SBT - School based tutor SM - School mentor UM – University mentor

Date DetailAssociate

Partnership SchoolsTeaching

Partnership Schools

Prior to placement start date

Placement preparation meetings for student teachers on campus

n/a n/a

Prior to placement start date

Personal preparation meeting with Professional Tutor on campus

n/a n/a

w/c 16 March 2020(Week 1)

School Experience begins

Focussed observation (1)

School Mentor (SM) / School Based Tutor (SBT) meet with University Mentor (UM) for a 45 minute briefing meeting in school. UM gives written guidance to SBT Student teacher also to attend if possible.

UM meets student teachers and conducts well-being and preparation check.

School Based Tutor (SBT) meets with University Mentor (UM) for a 45 minute briefing meeting in school. UM gives written guidance to the SBT. Student teacher also to attend if possible.

UM meets student teachers and conducts well-being and preparation check.

w/c 23 March 2020(Week 2)

Observation and completion of Monitoring & Evaluation Form (M&EF) [1]


Early Alert may be used until Wednesday 25th March

UM UM

w/c 30 March 2020 Easter Holidays

w/c06 April 2020 Easter Holidays

w/c 13 April 2020 (Week 3)

Focussed observation (3) SM SBT

of 27PGCE Placement 2 Notes of Guidance

w/c 20 April 2020 (week 4)

Observation and completion of M&EF [2]Interim Assessment Point for Planning (see page 14)


Transition point for planning and reflections may be agreed at this point

SM UM

w/c 27 April 2020(Week 5)

Focussed observation (5) SM/SBT SBT

w/c 4 May 2020 (Week 6)

Focussed observation (6) SM SBT

w/c 11 May 2020 (Week 7)

Joint observation and completion of M&EF. [3]


Cause for Concern should be issued no later than Friday 15th May

SM and UM UM and SBT

w/c 18 May 2020 (Week 8)


Interim grades to Partnership Office

SM SBT

w/c 25May 2020

Half term WeekOpportunities for campus based intervention and support for student teachers

w/c 1 June 2020 (Week 9)


Moderation Meetings by request during this week

SBT SBT

w/c 8 June 2018 (Week 10)

Joint observation and completion of M&EF [4]


Insufficient Progress should be issued no later than Wednesday 10th June

SM and UM UM and SBT


w/c 15 June 2018(Week 11)

Observation and completion of M&EF [5]


Visits will be made by External Examiners during this week.

SM UM

w/c 22 June (Week 12)

Observation and completion of M&EF [5]


SM UM

w/c 22 June 2020(Week 13)Friday June 29 2020 (Week 14)


Final Conference for student teachers on Plymouth Campus on Friday the 3rd of July

SM

End of school experience placement and reporting point. Reports should be completed electronically by this date and emailed together with a Word document of the final profile towards the Teachers’ Standards to the Partnership Office by Friday 3rd July

SBT


1. Introduction

PGCE (Primary) student teachers will come to this final school experience having completed a placement in the alternative age phase. PGCE (Early Years) student teachers will have completed placements in the Early Years Foundation Stage. This final school experience is designed to allow student teachers to build on that experience and to develop their teaching skills, knowledge and understanding of primary practice and to consolidate confidence.

Student teachers placed in KS1 classes may well be required to work with Reception age children. Where this is the case it is essential that student teachers read the Notes of Guidance - Early Years (Section 10 of the Primary Partnership Portfolio) and take steps to ensure they are sufficiently prepared for working within the EYFS prior to starting the placement.

By the end of this period, they must demonstrate that they have met the Teachers’ Standards. The student teachers will come to the placement prepared ready to begin, so that by the end of the first week that there is clear evidence that they have (this should be uploaded onto e-pad where appropriate):-

undertaken observation of the School Based Tutor maintaining routines, classroom organisation, rules, responses and expectations throughout the academic year in preparation for their own NQT year;

observed good practice in core and special subjects, including, where possible and appropriate, observation of co-ordinators and leading teachers, focusing on pupils’ learning as well as teaching strategies;

engaged in opportunities for observing effective and sustained teaching of the core subjects;

engaged in opportunities to teach core subjects across the whole age range;

engaged in opportunities to make appropriate use of Information and Communication Technology;

begun to look at planning for pupils who have particular educational needs, working within the Code of Practice, implementing individual education plans and knowing where to get help in order to give positive and targeted support;

found out how the school implements SMSC and promotes fundamental British Values;

negotiated opportunities to observe and become involved in any areas where the school has particular curriculum strengths;

undertaken assessment and monitoring activities;

addressed targets identified during earlier school experiences and university based modules, as detailed in their professional development profile;

negotiated opportunities to teach phonics/spelling/grammar as appropriate to groups and whole class, and receive focussed observations and recorded feedback throughout the placement;

negotiated opportunities to teach mathematics as appropriate to groups and whole class, and receive focussed observations and recorded feedback throughout the placement.

Data Protection of 27

PGCE Placement 2 Notes of Guidance

The confidentiality of our student teachers is respected and measures are taken in order to prevent any unauthorised disclosure during the course of their studies at the Institute of Education, Plymouth University. All personal information will be treated strictly in terms of the Data Protection Act 1998.

Our school Partners must be aware of this requirement and refer to the school experience team should they be contacted by a relative, friend or external body. The standard response, should such any enquiry be made, would be that the school is unable to make any comment about the student teacher and to provide the contact details of the school experience team.

Student teachers are told that:

‘We will not normally release data about you to your parents, Partner or other relative or an external enquirer under any circumstances without having received your specific written consent.’

Further details are available on the Plymouth University website. The specific written consent referred to here, must be sent in the first instance to a member of the academic team and copied to the Programme Leader in order that the student teacher’s permission is clearly communicated.

2. Information relevant to all placements

All student teachers will have attended a briefing meeting prior to placement commencing. All School Mentors and/or School Based Tutors will be briefed about the placement in their own school during the first week to ensure clarity of expectations from all Partners.

a) Leave of Absence during School Experience Placement

The health and well-being of student teachers is paramount, and they should take care to remain well and appropriately rested during school experience placements. Inevitably, a small percentage of student teachers will succumb to minor ailments when on placement which may require 24/48 hours rest and absence from school. Other leave requires greater consideration, and is not necessarily granted.

Illness during school experience

Student teachers who become ill during school experience must personally inform the school by telephone before the start of the school day, on the day that they become ill. They also need to inform the university by contacting the Partnership Office, Tel: 01752 585324 or [email protected]. They should also inform their University Mentor/Visiting Tutor if they are due to visit on that day. If the illness persists a doctor’s note may be required.

Absence as a result of accidental injury or hospitalisation

Student teachers who cannot attend the school experience placement due to unexpected accidental injury or hospitalisation must personally inform the school on the day of their absence before the start of the day, and they should also inform both the Partnership Office and their University Mentor/Visiting Tutor as above. A letter from the doctor or hospital may be required.

Requesting leave of absence during school experience placements

Any request for leave of absence during a school experience placement must be gained from the Headteacher in the first instance, who will judge whether or not it is appropriate in line with school policy that is applied to all other members of the school staff. If the request is granted the student teacher will then seek further verification from the Programme Leader by completing a Leave of Absence form. This will be considered and may or may not be granted.



It is appropriate to seek Leave of Absence for:

planned hospital visits/appointments; school visits and interviews for first teaching posts; the funeral of a close family member.

It is not appropriate to seek Leave of Absence for:

an interview unrelated to securing a first teaching post i.e. a holiday job; an interview relating to a post within the university i.e. hall of residence manager; the funeral of a person who is not a close relative (each school will have specific

guidance on this); attending a wedding; traveling to a wedding abroad or at a distance; childcare issues.

As part of the Primary Partnership Agreement schools have the right to ask a student to leave for a range of reasons which includes if they have concerns that the progress of the pupils in the school is being hampered by poor attendance or disruption caused by unnecessary or unauthorised absence.

b) E-pad

It is an expectation that all students keep E-pad up to date and that daily teaching files are also well organised.

c) English

There is an expectation that all student teachers will observe, teach and be given feedback on the teaching of all aspects of English as appropriate to the age phase or key stage in which they are working. They need to continuously develop there awareness of the impact of teaching phonics, spelling and grammar, as well as their practice. They should also find out the approaches that are used in the other age phases/key stages in the school and have evidence of 2 focussed observations that they have made of this.

They should regularly comment on these approaches in their Reflective Weekly Overview, recording how they have influenced their teaching in all areas of the curriculum and impacted on pupil progress.

In addition student teachers in year 1 School Based Work placement in the autumn term must complete the required English task that they have been set as part of their modular campus based work.

d) Mathematics

There is an expectation that all student teachers will observe, teach and be given feedback on the teaching of mathematics as appropriate to the age phase or key stage in which they are working. All student teachers should be mindful of, and reflect on, misconceptions in mathematics.

They should also find out the approaches that are used in the other age phases/key stages in the school and have evidence of 2 focussed observations that they have made of this.

They should regularly comment on these approaches in their Reflective Weekly Overview, recording how they have influenced their teaching in all areas of the curriculum and impacted on pupil progress.

e) Non Core Subjects of 27


All student teachers have undertaken an introductory course in each subject. Student teachers’ profiles contain details of their teaching experience in non core subjects. Student teachers should try to include as many non core subjects (including RE) as possible in their teaching during this final placement. All student teachers should teach PE during Final School Experience (even where this is outsourced).

f) The 3 R’s of the Behaviour Curriculum – Routines, Responses and Relationships

Student teachers are expected to develop their knowledge and understanding of the impact of well-designed and consistently implemented behaviour policies and strategies. They will have input through campus based training and throughout each school experience placement they will build their knowledge of effective behaviour management on a range of strategies that they observe, see modelled and practice. They will receive feedback on their own engagement with each schools behaviour policy and strategies to support their Reflective Weekly Overviews and make clear links between effective behaviour strategies and their impact on children’s learning.

g) The Professional Profile

In preparation for each school experience placement the student teacher will meet their Professional Tutor to discuss their professional targets for progress and record them on the Primary Partnership Professional Profiling Grid. These will be based on previous experience in school. These personal targets must also be shared with the mentor at their first meeting.

A learning conversation about the professional profile and progress of each student teacher is integral to the completion of the Monitoring and Evaluation Form. Targets will be recorded here and evidence that the previous targets have been met, thus creating a narrative trail.

Progress towards the Teachers’ Standards will be agreed and recorded on the Primary Partnership Professional Profiling Grid on E-pad. Student teachers will indicate with an orange dot when they have gathered evidence (normally two pieces) towards achieving each element of the Standards targeted. This will be accompanied by the Evidence towards the Standards Progress Sheet which will provide a clear and concise record of evidence presented.

When mentors are satisfied that the evidence clearly indicates the achievements as tabulated and recorded on the Evidence towards the Standards Progress Sheet in the student teacher’s files, they will initial the element and it can be “greened”.

The student teacher should carefully retain the original in their PDP as a basis for discussion with the Professional Tutor prior to their next placement or NQT year.

h) The Monitoring and Evaluation Record Form

This is a document which the Partnership have developed in response to comments from evaluations and national initiatives. The purpose of this weekly evaluation is to determine a more holistic and detailed view of the student teachers’ progress. It forms the core of their personal targets and progress.

It includes:

a short, focussed observation linked to specific targets for improvement that the student teacher has previously identified;

a learning conversation with key questions about the impact of teaching on learning; further discussion on areas for further development and agreed targets to take

forward;


comment on daily teaching file and e-pad, preparation and professionalism as exemplified in Part 2 of the Teachers’ Standards;

an agreed overall weekly grade which the student teacher uploads, and gives the campus based staff, including their professional tutors an indication of their progress;

Student teachers should keep a completed copy of this weekly document within their daily teaching file.

i) Reflective Weekly Overview and Progress Record, Part 1, 2 and 3

(For Yr 1 Summer term; year 2 and 3 and PGCE Placement 1 a and 1 b, and Placement 2)

The Self Review: Assessment for Learning document is a valuable aide memoire for student teachers at all stages of their professional development in order to support their own, continuous learning.

Student teachers should use it as a guide in order to assist in critical reflection on episodes of teaching and learning and in particular to ensure that feedback to pupils is robust (see page 19).

Part 1 – requires the student teacher to reflect on all the Teachers’ Standards that they have addressed during the course of the week, including those that they had identified as specific targets for improvement.

Part 2 – requires the student teacher to reflect on the progress of 3 different groups of pupils (individuals, small groups, whole class) during the week. They should consider how their teaching has impacted on the progress of these 3 groups and include commentary on marking and assessment, and future planning.

Part 3 – requires the student teacher to consider their progress, and that of the pupils to date and as a result, identify their personal targets for the coming week. They will be directly linked to the Teachers’ Standards and be reported on in Part 1 of the following week’s progress record.

j) Daily Reflections

For BEd Year 1 (and PGCE student teachers on Placement 1 a, student teachers should reflect on a daily basis what they have done towards meeting target Standards; and on the impact of their own and the pupils’ progress. This will provide a supportive framework and establish the foundations for reflective practice.

The Self Review: Assessment for Learning document is a valuable aide memoire for student teachers at all stages of their professional development in order to support their own, continuous learning.

Student teachers should use it as a guide in order to assist in critical reflection on episodes of teaching and learning and in particular to ensure that feedback to pupils is robust (see page 19).


It is a requirement that Reflective Weekly Overview and Progress Record, Part 1, 2 and 3 is emailed to the mentor, who will provide a signed copy for the student to include on E-pad.

At the point of transition to school planning in the final placement student teachers should also transition to the Final Placement Reflective Weekly Overview

Those student teachers who are issued with Insufficient Progress will also be required to complete daily reflections in order to support them through this intervention.

Daily Reflections should be kept in the daily teaching file and relevant evidence uploaded to E-pad.

k) Lesson Planning and Evaluation

The Lesson Planning and Evaluation Form should be used in all school experience placements when the student teacher is required to plan and prepare an episode of teaching and learning. They are working documents and should be completed including annotations to clearly indicate this.

In some longer placements the mentor supporting the student teacher will make a decision about whether the student teachers planning, the evaluation of their teaching and the understanding of the impact of this on pupil progress is sufficiently developed to allow them to use the school’s preferred mode of planning. The calendar at the start of each set of Notes of Guidance for longer placements, indicate when this is likely to be.

Lesson Planning and Evaluation Forms should be kept in the daily teaching file and where appropriate uploaded to E-pad.

l) Focussed Observations

The purpose of these is threefold:

1. The focussed observation is a weekly requirement throughout the placement and should be carried out by the School based Tutor. The focus of the observation should be negotiated between the student teacher and the SBT and be linked to targets for progress as previously identified in weekly reviews and learning conversations.

2. They should be used by the student teacher to gather evidence of and provide opportunities for personal professional development and progress during the 25% School Based Training Programme. In this instance the focus needs to be discussed and agreed with the mentor, and negotiated with the recipient of the observation. Professional boundaries need to be observed with the student:a) agreeing the focus of the observation with the person being observed andb) following it with a learning conversation with the person, with agreed outcomes.

3. The student teacher should negotiate with other teaching staff to complete other focussed observations in order to support their individual progress and directly linked to their Professional Profile targets and School Based Training Programme.

Completed focussed observations should be kept in the clearly identified and uploaded to E-pad.

m) Progress during School Experience

Discussions about a student teacher’s progress and targets for improvement during each placement are based on:

the Monitoring and Evaluation Report Form which includes an observation, learning conversation, the school’s viewpoint and the engagement of the student teacher in a professional capacity within the school, the grades from which are uploaded electronically at specific points in the placement by the student teacher. Failure to do so may result in Cause for Concern being issued;

focussed observations; Reflective Weekly Overview and Progress Record; Lesson Planning and Evaluation, and all teaching, learning and pupil progress

through the presentation, organisation and content of required files and E-pad; of 27


3. Level of Expectation in final School Experience

The range of demands for Final School Experience is extensive. Student teachers should remember that this is a long placement and pace their work accordingly. Priorities will need to be negotiated and realistic targets established with help from colleagues in the school/setting and university tutors. As student teachers learn to cope with the complex demands made upon them they also need to appreciate that their role is more than meeting a set of discrete standards. They need to recognise the ways in which teachers are able also to provide innovative and exciting teaching which motivates and challenges pupils.

At this stage of their careers as beginning teachers, they need to appreciate that they will not succeed in every respect all of the time, but they need to show the creativity, commitment, energy and enthusiasm which successful teaching demands. They need to use their own targets for improvement to ensure progress.

The Start of Placement

At the start of placement the student teacher has the opportunity to get to know the class and the needs of its individual members through discussions with class teachers and other appropriate professionals and through undertaking teaching. This should be on a daily basis in a core subject and be negotiated with the SBT. Student teachers must discuss and sign, with the school’s appropriate representative, the Safeguarding and Ethics proforma and this should be kept at the front of their daily teaching file.

Week 1 also provides the opportunity for the student teacher to observe routines, classroom organisation and relationships; begin to establish links with parents and start to assess pupils’ knowledge, skills and understanding. Student teachers are also expected to gather information about the school/setting, its policies, routines and curriculum planning, monitoring, assessment, recording and reporting procedures. By the end of this initial period week student teachers should have discussed in outline the ways in which their School Based Training programme will develop over the period of the placement. (During the period of the placement the School Based Training programme should respond to revisions of the student teacher’s targets).

Student teachers should have:-

by the end of week 1, have had a first professional meeting and agreed some further teaching responsibilities for week 2;

discussed ethical conduct and safeguarding protocols specific to the school including PREVENT. School and student teacher sign Safeguarding & Ethics Agreement Proforma by the end of the first day;

discussed the school’s policy and procedures for behaviour management, bullying and Keeping Children Safe;

established an understanding of key aspects of school/setting’s policies, routines, procedures and the general management routines of their specific classroom/s. It is NOT necessary for student teachers to photocopy school policies in their entirety but they should have copies of the marking and behaviour policies where possible; these policies should be highlighted to illustrate the key points;

begun to secure their knowledge of the pupils, their capabilities and needs and have identified those pupils who require additional support;

begun to develop positive professional relationships with the TAs who support teaching and learning in their particular classroom;


carried out focused]observations of routines, classroom organisation, establishing links with parents, developing professional relationships with pupils as evidence of their understanding of the systems and processes in the school ;

observed the School Based Tutor working with the pupils in a range of differing situations, focusing on general classroom management routines for the teaching of English and mathematics in KS1/2, Communication and Language, Literacy and mathematics in the Early Years Foundation Stage;

taken sufficient responsibility in the classroom to establish themselves as members of the teaching team by undertaking further duties, for example, completing the class register;

by the end of the first week confirmed further details of the School Based Training Programme as appropriate;

in addition to daily teaching responsibilities in core subjects worked with pupils as individuals and in groups ;

acquired details of relevant aspects of long and medium term plans for the subject areas they will be teaching during week 2 and amended the School Based Training Programme;

agreed outline planning in English and mathematics and Understanding the World in Early Years Foundation Stage), for their teaching in the third week and beyond;

agreed a detailed timetable for specific teaching responsibilities, focused observations and other professional learning activities for the third week with the student teacher taking responsibility for a complete class session in both English and mathematics by the end of the week. When working with children in the EYFS, student teachers should ensure they provide appropriate activities in the Prime and Specific Areas of Learning (see Notes of Guidance - Early Years – section 10 of the Primary Partnership Portfolio);

identified six pupils for detailed profiling and begun to collect information on assessment procedures and pupil progress for the Pupil Progress File;

by the end of the second week have written the initial statement for profile pupils and have begun to collect initial examples of work for annotation.

begun to carry out book scrutinies in order to determine the marking, assessment and progress of all the pupils in the class.

4. For the remainder of the placement Teaching commitmentsand expectations

Student teachers should be working in the classroom with their SBT for 75% of the time, and gradually lead up to being responsible for teaching the whole class. This must be determined by, and in consultation with the SBT and the mentor and/or the university visiting mentor.

For 75% of the school week the student teachers should be expected to:

teach English and mathematics using the schools preferred scheme;

teach science (or Understanding the World in Early Years Foundation Stage) where possible, if necessary as part of the School Based Training Programme;


exploit all opportunities for effective and sustained teaching of the core subjects;

teach their specialist subject across the whole age range where possible;

teach PE (under supervision of the SBT) and have a graded observation by their mentor using the Monitoring and Evaluation form;

use ICT appropriately in the core and other subjects;

teach a range of foundation subjects including Religious Education;

make use of a variety of strategies and resources (including TAs), to enable them to differentiate their teaching;

plan for, and include, TAs as part of the teaching team;

undertake monitoring, assessment, recording and reporting of pupils’ achievements;

support the weekly planning activity of SBT in PPA time if appropriate;

Student teachers in consultation with the School/University Mentor who have been identified at the interim assessment point (end of week 4) - as having good or very good planning in particular areas may move towards working with the school’s planning frameworks and systems in these curriculum areas. It is also at this point that we hope stronger student teachers will be able to explore more imaginative approaches to teaching and learning. However, they will still need to evaluate and assess the lessons planned and taught and show evidence of this. They can also begin to use the Final Placement Reflective Weekly Overview.

During this final placement student teachers may support residential visits in other classes or key stages if they are clearly demonstrating that they have reached or exceeded the required progress at that point and will continue to do so. The school or university mentor will record the agreement to attend a residential visit on a Monitoring and Evaluation Form.

5. The School Based Training Programme

This is a professional learning component to school experience called school based training. It takes place in the 25% of time remaining. Each student teacher should negotiate this school based training with the School Based Tutor in order to develop a heightened awareness of the following list which is not exhaustive but should include: -

in KS1/2 undertake observations of good practice in core and specialist subjects, including co-ordination and leading a team;

in Early Years Foundation Stage, undertake observations of good practice in their specialism, including co-ordinating and leading a team;

observing an early reading lesson that uses synthetic phonics (perhaps Letters and Sounds) as the primary approach to teaching initial decoding and encoding skills;

opportunities for professional dialogue related to the above;

developing an awareness of other professionals who support children’s learning or development including, where possible, before and after school care;

meeting with the core subject co-ordinators where appropriate; observing the teaching of ICT;


developing an awareness of the range of TAs and their roles across the school/setting, through observation, team teaching and discussion as appropriate;

undertaking the assessment and pupil progress activities including book scrutiny;

evaluating lessons/activities, planned and resourced lessons/activities, marked/assessed pupils’ work and recorded progress;

discussing profiled pupils’ progress against national benchmarks with an experienced colleague;

addressing targets identified during earlier school experiences and university based modules and detailed in the student teachers’ professional development profile;

identifying how SMSC is linked across the curriculum and how Fundamental British Values are exemplified;

taking the opportunity to simulate a parent/carer interview on the basis of one of the pupils’ written reports with a school colleague;

meeting with the Headteacher or Deputy Headteacher to discuss the whole school targets and how these relate to national data.

Please note this time should not be allocated for planning, marking or private study.

6. Beyond the school day

Student teachers are expected to: -

maintain their professional profile;

continue to analyse and reflect on significant issues or events;

continue to plan and resource lessons using research to inform practice;

participate in the general life of the school;

develop an increasing awareness of the network of relationships existing in the setting;

develop increasing confidence about working within this network by attending meetings or contributing to subject specific planning;

upload grades on Pebblepad (as per the calendar) from the Monitoring and Evaluation Record as whole digit

7. Pupil Progress

At this final stage they should continue to extend their knowledge and understanding of pupil progress in the school context and demonstrate their achievement of the Teachers’ Standards that relate to assessment and monitoring.

Working alongside an experienced colleague, student teachers need to further develop their understanding of how to undertake monitoring and formative assessment of pupils’


learning as part of their teaching. This will range from elicitation exercises to marking, questioning or oral and written feedback and will be part of the planning assessment cycle. Student teachers will also, where possible, become involved in diagnostic assessment to identify the extent of pupils’ existing understanding and any gaps or misconceptions in that learning in order to help them consider targets for individual pupils’ development.

Student teachers are expected to:

prepare for their work in assessment and monitoring through discussing the school’s approach to marking, monitoring, assessment and record keeping with members of staff as appropriate;

be aware of the school’s Key Stage and class targets and how these impact on planning;

in their planning identify next steps which are based on assessment of pupils’ progress in relation to learning objectives and use this information to adjust planning and teaching in order to bring about improvement;

monitor the achievements of the whole class, across the core subjects and their special subject;

undertake formative assessment, giving immediate and constructive feedback which supports pupils as they learn including giving examples of progress;

demonstrate that they are able to help pupils take an active role in their own learning, including using and adapting individual pupils’ targets appropriately;

use assessment outcomes and discussions with appropriate colleagues (TAs) to support differentiation in planning and teaching;

maintain records in keeping with the school’s procedures and systems (individual, group, class or cohort records) which contribute to planning, teaching and reporting;

make a detailed core and special subject profile for six pupils based on a variety of assessment strategies;

with the support of an experienced colleague assess profiled pupils’ progress against new performance descriptors and school assessment frameworks;

reflect on the impact of TAs on the learning of one of the profile pupils;

where possible, work with children in a SATs classroom to further develop their understanding of national benchmarks;

prepare simulated reports for parents, relating to attainment in English and mathematics, science and their specialist subjects for three of the profiled pupils;

discuss these reports with school based colleagues and where possible be given the opportunity to deliver reports orally;

meet the Headteacher or Deputy Headteacher to discuss the whole school targets and how these relate to national data.

8. Assessment of Placement 2

Assessment of final school experience will take the form of a holistic summation based on the Teachers’ Standards but also using careful and professional consideration of a range of evidence drawn from:

the quality of the daily teaching file/E-pad and the Pupil Progress file; of 27


examples of pupils’ work initiated, marked and assessed by the student teacher in the Pupil Progress file;

written feedback from School Based Tutors and Mentors in the Monitoring and Evaluation Reports and associated grades;

written feedback on focused observation sheets;

written records of professional conversations, meeting notes and CPD opportunities;

E-pad and associated evidence, linked directly to the Teachers’ Standards;

final reports from School Based Tutors, School/University Mentors or University Visiting Tutors;

The final report form will comprise of a detailed overview which will be completed electronically and emailed together to the Partnership Office. Guidance on completion is detailed in the report form. This will include all aspects of the student Teachers’ achievements; levels of professionalism; collaborative and independent working; initiative; commitment to the pupils, school and the profession. It will also make reference to the Teachers’ Standards 2012, Part 2. The student teacher will agree with the author of the report those aspects of the experience where opportunities for progress and development have been limited, and agree a set of between three and five targets to take forward into their NQT year (with possible means of actioning these).

All grades are provisional until ratified by the Board at the end of the academic year. The final school experience grade will be considered along with previous school experience grades and academic study achievements across the programme in order to provide realistic and holistic summary of achievement on completion of the Programme.

The final report for this placement will indicate that the student teacher is working within Stage 2 and Stage 1.

9. File Moderation Meetings and Quality Assurance

File Moderation meetings are a crucial part of the Partnership’s rigorous quality assurance procedures and are held at a variety of locations across the Partnership. Most importantly, they form a key element of the on-going student support and feedback process. This will happen as a minimum on a two yearly cycle. Supply cover and travel expenses are provided in order for all quality assurance processes to take place within the Partnership.

File/E-pad Moderation meetings are held normally just after the midpoint of the placement. Files are assessed and moderated against the Teachers’ Standards.

Prior to file/E-pad moderation, School Mentors are required to send an interim grade to the University mentor. All members of University mentor team are required to send these interim grades to [email protected].

Student teachers whose E-pad entries are selected for moderation should not be overly concerned about the process.

10. External Examiners

The Plymouth Institute of Education arranges for a selection of student teachers to be visited



by External Examiners during final placements. The selection includes those student teachers completing the period of school experience who have been recommended for a 'fail' grading by visiting tutors or university mentors (as applicable), together with a sample of other student teachers representing a range of achievement. If a student teacher is selected, you will be contacted and advised of the process involved. The lead External Examiner for each programme provides a written report to the University, which is considered by the appropriate Assessment Panel and the BEd and PGCE Primary Partnership Programmes Committees. Responses to matters of concern are indicated in the reports and reviews required by the Plymouth Institute of Education and Faculty and monitored by the Academic Standards Committee.

11. Identification of Areas of Concern

The Primary Partnership Portfolio (Section 7) details the procedure to be adopted.

Weekly written feedback in the Review and Monitoring Form must clearly identify any areas of concern.

Early Alert proforma used in order to put interventions in place by Wednesday 25th March 2020;

Cause for concern can be used and should be issue no later than Friday 22nd May 2020;

If concerns persist the ‘Insufficient Progress’ formal notification should be given to the student teacher no later than Wednesday 10th June 2020.

12. Evaluation

At the end of the school experience, all Partners are invited to contribute to our on-going quality assurance process by completing an evaluation form.


Quality Assurance Record PGCE (Primary) School ExperienceChecklist and Weekly Monitoring and Evaluation Record for School Based Tutors, School/University Mentor. (Copies of this QA record should be placed at the front of student teachers’ daily teaching file).

Observation Feedback RecordStudent teachers should be observed and have a feedback and learning conversation on a weekly basis. This is a minimum requirement but further focussed observations may be required or negotiated.

WeekTutor (School Based Tutors,

School Mentors, University

Visiting Tutors/Mentors

Monitoring &

Evaluation

Report

Focussed

ObservationFeedback

Given

Initials Student teacher’s

initials

Date

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13


Self - Review: Assessment for Learning

Learning Objectives Beginning Developing Established Notes for my profiling/weekly reviewI always share the learning objectives with pupils and ensure that this is discussed separately from the explanation of the activityWhen I ask my pupils about their learning they can explain what they are learning and why and what they need to do next to further improveMy use of open ended questions and explanations are mainly focussed on the learning objectivesThe learning objectives in my lessons can be tracked back to my medium term plansI understand the progression of learning in the subjects I am teaching

Learning outcomes/success criteria Beginning Developing Established Notes for my profiling/weekly reviewI always share the expected learning outcomes/success criteria for each lesson with my pupilsI differentiate the expected learning outcomes/success criteria to ensure all pupils can make appropriate progress towards the learning intentionsWhen I ask them, pupils can explain what they need to do to demonstrate successThe learning outcomes and the success criteria form the basis of my feedback to pupils

Oral and written feedback Beginning

Developing Established Notes for my profiling/weekly review

My oral and written feedback focuses on the shared learning objectivesI ensure that I plan in opportunities for regular and frequent oral feedback My written feedback gives helpful comments on how pupils can improve their work and make further progress towards their targetsI give pupils the opportunity to reflect on the written feedback I

have given and to respond it during the lesson

Peer and self assessment Beginning Developing Established Notes for my profiling/weekly reviewI ensure pupils have the opportunity to, and encourage them to reflect on what they have learnt and what they need to do to improveI train pupils to assess each others work and to provide fair and helpful feedbackMy planning includes regular opportunities for pupils to assess their own work and that of othersI enable pupils to take increasing responsibility for assessing their own progress in relation to their personal targets

Curricular target setting Beginning Developing

Established Notes for my profiling/weekly review

I have a very good knowledge of the subjects of the curriculum and in terms of progression in key concepts and skills and how this relates to age related expectations/levelsI understand summative data and use this to inform formative assessments and pupils future targetsMy pupils are aware of their personal targets and what they need to do next to further improveMy pupils help to set and asses their progress towards their targets

My pupils are aware of the class targets as well as their personal targets

Environment and conditions for learning Beginning Developing

Established Notes for my profiling/weekly review

My classroom reflects a place that values learning and promotes trusting relationshipsMy teaching reflects a belief that all pupils can improve and measures individuals against their own previous attainmentI use a range of strategies to engage pupils in learning how to learn and how to assess their progressI use display as a tool in supporting ongoing learning as well as celebrating achievement


School Experience checklist for all Partners

These checklists are designed to be an aide memoire for all Partners supporting student teachers as well as for the student themselves to ensure rigorous coverage of all requirements. The completed documents form part of our Quality Assurance procedures.

At the start of placement and by the end of the second week in school, has the student teacher:

discuss and signed the Safeguarding and Ethics Proforma?

established an understanding of key aspects of school’s policies, routines, procedures and the general management routines of their specific classroom(s)?

discussed the school’s marking and behaviour policies, where possible including copies of these in his or her file/on E-pad?

acquired details of relevant aspects of long and medium term plans for subject areas he/she will be teaching?

begun to get to know the pupils, their capabilities and needs and have identified those pupils supported by IEPs?

observed the class teacher working with the pupils in a range of differing situations?

taken sufficient responsibility in the classroom to establish him/herself as a member of the school’s teaching team?

worked with pupils as individuals and in groups and taught at least the introductory part of a whole class session for English and mathematics?

agreed a detailed timetable for specific teaching responsibilities, focused observations and other professional learning activities for the first week?

agreed outline planning in some areas, for teaching in the first week?

set up and organised the daily teaching file and E-pad?

begun to get to the know the TAs who support teaching and learning in his/her particular classroom?

if possible, discussed the inspection dashboard with senior leaders and the impact of this on school improvement?

SignedStudent................................................................

School Based Tutor...........................................

Date......................................................................

The Second Week in School

By the end of this week has the student teacher:-

discussed outline plans and undertaken further medium term planning in conjunction with class teachers and tutors to consolidate initial ideas and confirmed a programme of teaching commitments for the rest of the placement?

identified six pupils for detailed profiling ?

observed the class teacher working with the pupils in a range of differing situations, focusing specifically on the teaching of the core subjects and ICT if possible and on pupils' learning and the assessment of pupils' learning as well as classroom management routines?

continued to get to know the pupils, their capabilities and needs, through working with individuals and groups, including working with those pupils supported by IEPs, in order to enable appropriate further planning and identified the group of six pupils for detailed profiling?

where appropriate and possible worked alongside a TA supporting a group of pupils?

set up his/her record system at least in outline?

written the initial statement for profile pupils and begun to collect initial examples of work for annotation?

taught some English and mathematics each day and by the end of the week taken responsibility for a complete whole class session in both of these core subjects?

by the end of the week had a first profiling conference and confirmed further details of the training programme as appropriate?

SignedStudent................................................................


Date......................................................................


Teaching commitments and expectations during the rest of School Experience

Indicate that these have been achieved by the end of the placement:-

planned and taught English and mathematics on a daily basis and engaged fully in all opportunities for effective and sustained teaching of both so that as a minimum requirement, full class teaching responsibility is undertaken for English and maths in the last 2 weeks?

planned and taught science? planned and taught their special subject across the whole

range where possible?

planned and taught PE?

used ICT appropriately in the core and other subjects? planned and taught as wide a range of non-core subjects

including RE as possible?

made use of a variety of strategies and resources (including TAs), based on evidence of pupils’ progress, to enable them to differentiate teaching?

undertaken monitoring, assessment, recording and reporting of pupils’ achievements?

SignedStudent................................................................


Date......................................................................


The School Based Training Programme

For approximately 25% of the week, has the student teacher negotiated a training programme which includes:-

engaged in learning conversations in order to improve practice?

undertaken observations of good practice in core and specialist subjects, including co-ordination and leading a team?

met with SENCO, TAs and other colleagues who support pupils with individual differences?

planned for pupils who have particular educational needs, working within the Code of Practice, implementing individual education plans and knowing where to get help in order to give positive and targeted support?

undertaken the assessment and monitoring activities? taken opportunities to observe and become involved in areas where

the school has particular curriculum strengths? met with the core subject co-ordinators / leads? prepared for and taken part in profiling process and assessment and

monitoring? discussed profiled pupils progress against national benchmarks with

an experienced colleague? had the opportunity to simulate a parent/carer interview on the basis

of one of the pupils’ written reports? discussed with staff how develop awareness of how spiritual, moral,

social and cultural education and fundamental British Values are linked throughout the curriculum;

met with the Headteacher or Deputy Headteacher to discuss the

whole school targets and how these relate to national data?

discussed interviews, applications, recruitment and the NQT year with a senior member of staff?

SignedStudent................................................................


Date......................................................................

Beyond the School Day of 27


Has the student teacher:-

maintained their E-pad? continued to analyse and reflect on significant issues or events? continued to plan and resource lessons using research to inform

practice? participated in the general life of the school? developed an increasing awareness of the network of

relationships existing in the setting? developed increasing confidence about working within this

network, for example attending meetings or contributing to subject specific planning?

uploaded grades from the Monitoring and Evaluation Record as required?

Where relevant please give details below:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

SignedStudent................................................................


Date......................................................................

PLACEMENT 2 RECORD OF SCHOOL BASED TRAININGAll Professional Learning Activities


An outline of the student teacher’s school based training opportunities can be recorded at a very early point in the school experience and additions made throughout. These opportunities should be clearly referenced to the Teachers’ Standards and used comprehensively as evidence.

Week Specific Professional Learning Activities and links to Teachers’ Standards

Weekly professional learning activities and links to Teachers’ Standards e.g.

staff meetings

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 11

Week 11

Week 12

Week 13


· Web viewthe alternative age phase. PGCE (Early Years) student teachers will have completed...

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