PGCE Secondary School 2 Briefing Peter Carr – Partnership Manager Simon Spencer – Course Director School 2 Dates Serial: o 3x Tuesdays and Wednesdays beginning 29th January o Half Term Block: o Monday 25th February – Friday 24th May School 2 Dates TP Forums (Trainees NOT in school): o Friday 15th March 2013 o Thursday 28th March 2013 (½ day Tutorial) o Tuesday 7th May 2013 Partners’ Handbook o Reference points (please save as a “favourite” on your web browser) http://www.bcu.ac.uk/elss/school-ofeducation/partnerships-collaborations/secondarypartnerships/handbook Partners’ Handbook Section B (please read) Ofsted… o Just in case… o Thursday phone call for Monday inspection o Watching trainees (and NQTs) teaching, checking files o Interviews with Mentors in school o Almost no time to prepare – please be flexible and adaptable at a moment’s notice Changes from last year… o QTS Standards = Teachers’ Standards o (see sheet: Standards and ‘Prompts’) o QTS Profile = Professional Development Profile o PDF = PDP Tasks o QTS Grading = Formative feedback o Grades 1-4 = The 4 Es (formative only) Teachers’ Standards - activity o Read the Part 2 Standards o What evidence would demonstrate appropriate Personal and Professional Conduct: …presented ‘hard copy’ evidence? …observed in practice? …attitudes and values? o How might ephemeral evidence be captured? School 2 Preparation Sent in advance (please read): o Trainee’s introductory information o Trainee’s subject knowledge audit and action plan… …what opportunities are there to develop subject knowledge in School 2? o School 1 Assessment & Evaluation Report… …establish targets to move the trainee forward National Priorities for Education o The national priorities which Ofsted have embedded in their inspections include skills in teaching early reading using systematic synthetic phonics, communication and language development, mathematics, managing behaviour and discipline, and meeting the needs of pupils with special educational needs and those with English as an additional language. Taken from DfE website BCU Priorities for School 2 o Assessment – breadth and depth Formative assessment (AfL) Summative assessment (A of L) Generating and recording assessment data Monitoring and tracking progress Reporting and accountability o AK3 / SK3 Assignment AK3 / SK3 Assignment o Assess 3 KS3 pupils of contrasting ability against intended learning outcomes o Pupils (+ “just-in-case”) from same teaching group following same unit of work for 3 consecutive lessons o Needs careful planning in advance! o Trainees to discuss selection of pupils with mentors. AK3 / SK3 Assignment o Measure pupils’ learning against learning outcomes o Measure pupils’ learning against National Curriculum (+) level descriptors o Attainment likely to be uneven depending on the area of the subject o Reflection on whole process Directed Task (in addition) o During the School 2 preliminary visits gather information about how the school uses data AK3 / SK3 and Sch 2 Link… o Having demonstrated good practice in assessment through this assignment, the intention is that this good practice is applied to all classes throughout the whole placement! o Assessment of learning section of Lesson Plan feeds into planning the next lesson o Recording and Reporting o Mentors to monitor this in school BCU Priorities for School 2 o Personalisation and differentiation - meeting the needs of individual pupils Differentiate by task, resource, grouping, support, outcome Systematically address the learning needs of individuals Identify ways in which named individuals will be supported in planning Demonstrate this support in practice Behaviour Management School 1 Feedback o During this school placement, the training provided by my school included… 1. …the national priority: meeting the needs of pupils with Special Educational Needs In some detail 2. …the national priority: meeting the needs of pupils with English as an additional language Not at all 3. …the national priority of managing behaviour and discipline In great detail 4. …the national priority of supporting early readers (including an understanding of systematic synthetic phonics) Not at all National Priorities - activity o See evaluation forms to be used by mentors and trainees at the end of School 2 o What training does your school currently provide explicitly in national priority areas? o Is it accessible to trainee teachers? o What developments might be necessary? o How might changes be implemented? School 2 Serial o 6 serial days – tight schedule (Instrumental – 5 serial days – negotiate) o Preparation for block placement o Single trainee (mostly) o Meeting the trainee’s individual needs and targets: PDP (trainee) Sch 1 A&E Report (sent) Subject Knowledge Action Plan (sent) School 2 Serial o The “Planning Dialogue” Start a.s.a.p. Mentor Trainee Tutor Units of Work must be signed off – ideally by week 3 (before half term) o PDP Tasks School 2 Block Trainee’s timetable must include: o 17 hours first subject o (Instrumental Music - 10 hours over 3 days) o Second subject (Science and D&T established) o Tutor group o Weekly review meeting (SM) (out of hours?) o Whole School Issues meeting (PM) School 2 Block Trainee’s experience should also include: o Extra curricular activities (limited) o School/Dept meetings, CPD, training events o Parents’ meetings, as available o Observations in and out of department o School policies and procedures in action Post 16 o “Where School 2 is not able to offer post-16 experience in the specialist subject and trainees have not already had experience of this in School 1, arrangements will need to be made with a local institution that is able to offer this for the School 2 Block placement.” (PHB pg B11) o Equivalent of ½ day per week – 5 days School 2 Block o Week 1 – phase in teaching (if units are signed off) (No unit, no teaching!) o Week 2 – full teaching timetable (17 hours) o Absence – phone school by 8.15am and SET WORK! School 2 Procedures o o o o o o Pinks Daily Formative feedback Weekly reviews Weekly Professional Development Profiles (PDP) Tutor Visit Checklist Assessment As Mid-point review Internal school moderation Standards sign-off (PDP) Assessment and Evaluation report required “Pinks” o Hard copy or electronic (available on Partners’ Website – open TP Docs tab) o Formal feedback to trainees o Minimum 2 per week – aim for 1 per day o Focus on Standard Prompts and priority areas o Also provide feedback on any Standard that features in the lesson and set targets o Indicate where a selected Standard is not appropriate in that observation (N/A) Target Setting o the setting of sharp developmental targets to ensure that all trainees make progress to fulfil their potential. (Ofsted 2010) o “Sharp”…where the expected outcome is clearly expressed and understood and is achievable within a reasonable time frame Formative Feedback o Use formative feedback descriptors to indicate trainee’s attainment against specific Standard Prompts on pink sheets (and PDP) o (formative feedback descriptors available on Partners’ website and in trainee’s PDP) o Assessment for learning to help trainee: Identify where they are now What to do to get better Know when improvement has been achieved o Regular and frequent (daily) Weekly Review Start in week 1 (serial) to establish principles: o Establish ground rules and open lines of communication o Review of School 1 A&E Report & Subject Action Plan o Establish routines / schedule for checking: Units and lesson plans Lesson evaluations Professional Development Profile (PDP) o Encourage trainees to self reflect (through dialogue) Weekly Review o Usual, on-going pattern: 1. Reflect on previous week using pro forma summary prepared by trainee and set next week’s targets 2. Review PDP, discuss evidence and sign formative feedback (see example) 3. AOB Tutor Visits o Tutor Visit Checklist see example Assessment of Trainees o Key Questions Will this trainee meet all of the Standards What must this trainee do to meet the Standards at the highest possible level? o Mid-point review Wednesday 27th March Cause for Concern Assessment of Trainees o Internal moderation See example Completed any time after Easter Different mentor observes trainee teaching Discussion with SM Summary form completed Copies to trainee, SM, PM and Tutor Confirmed on, and enclosed with, A&E Report Assessment of Trainees o External Examiners’ visits (early May) o Professional Development Profile (PDP) See example Final sign-off of Standards at foot of page Final 2 weeks of placement only Final 2 weeks focus on those Standards requiring particular attention “…what do you need to get better at?” Assessment of Trainees o Assessment and Evaluation Report End of Placement – summative Placement passed or failed? Must be in by Friday 24th May 2013 8 Standards graded 1-4 Part 2 Standard graded pass or fail See example The tendency for mentors to withdraw in some measure at the mid-year point, becoming more distant and disengaged, suggests that these mentors were acting, at least at some level, on the commonly held assumption that learning to teach is ultimately a solitary act… that teachers are really best served when allowed to ‘find their own way’. These mentors’ aim… was to get the trainees up and running – to secure proficiency in the mechanics of teaching – independent of any assistance from the mentor as soon as possible. Once this was achieved, the mentor’s work was essentially finished. Both assumptions severely and unnecessarily limit beginning teachers’ and mentors’ development. (based on Young et al 2005) The tendency for mentors to withdraw in some measure at the mid-year point, becoming more distant and disengaged, suggests that these mentors were acting, at least at some level, on the commonly held assumption that learning to teach is ultimately a solitary act… that teachers are really best served when allowed to ‘find their own way’. These mentors’ aim… was to get the trainees up and running – to secure proficiency in the mechanics of teaching – independent of any assistance from the mentor as soon as possible. Once this was achieved, the mentor’s work was essentially finished. Both assumptions severely and unnecessarily limit beginning teachers’ and mentors’ development. On-going Mentoring and Coaching (based on Young et al 2005) o Questions?