LIST OF CONTACTS -...
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PGCE Early Years and Primary
Module 600132 Teaching in the Early Years
Module 600134 Teaching in the Primary School
Spring Placement Handbook
Monday 17 December 2018 to Friday 15 March 2019
CONTENTSLIST OF CONTACTS...............................................................................................................3
ACKNOWLEDGEMENTS........................................................................................................4
KEY DATES.............................................................................................................................5
PGCE SPRING PLACEMENT SCHOOL EXPERIENCE.........................................................6
TEACHING COMMITMENT.....................................................................................................6
SCHOOL PLACEMENT INDUCTION FORM........................................................................18
INDUCTION CHECKLIST......................................................................................................19
GUIDANCE FOR THE SCHOOL MENTOR...........................................................................22
GUIDANCE FOR THE CLASS TEACHER............................................................................24
GUIDANCE FOR THE UNIVERSITY PLACEMENT TUTOR................................................26
FORMAL LESSON OBSERVATIONS DURING THE PLACEMENT.....................................27
SUPERVISION AND ASSESSMENT OF SCHOOL EXPERIENCE......................................27
SUPPORTING TRAINEES’ PROFESSIONAL DEVELOPMENT..........................................27
WHO TO CONTACT IF A PROBLEM ARISES......................................................................28
FREQUENTLY ASKED QUESTIONS....................................................................................29
Please refer to the Additional Guidance Handbook for the following guidance and proformas:
EQUAL OPPORTUNITIES
TRAVEL TO PLACEMENTS
GENERAL CONDUCT AND ABSENCE
GUIDANCE ON USING THE LESSON OBSERVATION FEEDBACK FORM
LESSON OBSERVATION FEEDBACK FORM
GUIDANCE FOR TRAINEES ON WRITING MEDIUM TERM PLANS
GUIDANCE FOR TRAINEES ON LESSON PLANNING
LESSON EVALUATION NOTESHEET
WEEKLY EVALUATION AND REVIEW GUIDANCE
WEEKLY EVALUATION AND REVIEW FORM
MONITORING, ASSESSING AND RECORDING PUPIL PROGRESS GUIDANCE
ASSESSMENT AND RECORD-KEEPING – FREQUENTLY ASKED QUESTIONS
FORMATIVE ASSESSMENT RECORDING SHEET (A)
PUPIL PROFILE
SUMMATIVE ASSESSMENT RECORD
CAUSE FOR CONCERN NOTE (PRIMARY)
REQUIRING SIGNIFICANT IMPROVEMENT STAGE 1A
REQUIRING SIGNIFICANT IMPROVEMENT STAGE 1B
REQUIRING SIGNIFICANT IMPROVEMENT STAGE 2
CASE CONFERENCE REPORT
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LIST OF CONTACTSSchool Experience Coordinator Louise French [email protected] Team Sophie May
Julie BrierleyPaula ClaughtonPaul Hopkins
[email protected]@[email protected]@hull.ac.uk
Senior Partnership Area Tutor Charlotte Garbutt [email protected] & Study Abroad Office Mandy Liversedge
Placement & Study abroad OfficerTeresa SuthersPlacements & Study Abroad Administrator
Partnership Area Tutors Rebecca ChesterLouise FrenchSuzanne GroomRebecca PyleKaren McPhersonLiz SmithSuzi Storr
[email protected]@[email protected]. [email protected]@[email protected]@hull.ac.uk
Placement Tutors To be confirmed
ACKNOWLEDGEMENTS
CLASS TEACHERS
The success of trainees on school experience relies on the commitment and goodwill of class teachers. Class teachers welcome trainees into their classroom, give time before and after school to support trainees’ planning and share their expertise. Trainees must remember to consider the professional partnership we expect you to fulfil; you are an invited guest.
SCHOOL MENTORS AND PLACEMENT TUTORS
We are aware of and very grateful for the commitment and efforts of school mentors and the placement tutors who are highly trained and will support and guide you through your placement.
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KEY DATES
Pre-Placement Meetings (for Mentors and Placement Tutors)
Wednesday 12 December 2017– Hull Campus – WI LR13
Induction Weeks at Spring Placement SchoolMonday 17 December 2018 - Friday 11 January 2019
Block Placement at the Spring Placement SchoolMonday 14 January 2019 – Friday 15 March 2019
Review Point A Grades to be submitted no later than Wednesday 24 January 2019
Partnership Meetings (for Mentors and Placement Tutors)
Wednesday 13 February 2019 venue tbc 1.30 - 3.30 pm
Please attend the meeting most convenient. £100 (half day) supply cover will be paid if required following attendance at the meeting. Mentors will need to bring the University files belonging to the trainees at their school and completed lesson observations.
Review point B Grades to be submitted no later than Thursday 14 February 2019
Half termN Yorks – 18 February – Friday 22 February 2019 (inclusive) Hull/ER/NE Lincs Monday 25 February – Friday 1 March 2019 (inclusive)
Final TDP gradesGrades to be submitted no later than Thursday 14 March 2019
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PGCE SPRING PLACEMENT SCHOOL EXPERIENCE
This block of school experience builds upon the work done in schools during the Autumn Classroom Experience. It aims to develop the range of skills and understanding required for trainees to meet the Standards for the award of Qualified Teacher Status (QTS) .
The placement is in one class over a period of 8 weeks. As the school placement proceeds, trainees take over responsibility for the learning of all the children in the class, in the primary core subjects, as well as the foundation subjects( all subject areas will be taught in the EYFS but may be under alternative subject titles). By week three the trainee should be taking on 60-65% of the teaching load.
Aims
This school experience aims to: Offer further contact with children and teachers; Develop the skills and understanding needed to become very good teachers, including increasing
responsibility for planning, teaching and assessment. Meet the Professional Standards for the award of QTS in the key stage of the placement; Provide opportunities for trainees to understand and make a contribution to the wider school
community; Develop the trainee’s independence and effectiveness in extending children’s learning in the
core subjects and foundation subjects; Further develop the constructive evaluation of the trainee’s role in the teaching and learning
process; Promote the trainee’s responsibility for his or her own professional development. Encourage trainees to maintain systematic records of planning, monitoring, assessment,
evaluation and target setting using the school’s assessment procedure. Undertake quality marking and give feedback to the whole class. Require trainees to maintain evidence of their achievement of the Standards in the key stage of
this placement.
TEACHING COMMITMENT During the induction weeks agree a timetable for week 1 and ensure that expectations for
planning are clear. Aim to do some work with the whole class during the first few induction days, for example
read a story, or take responsibility for part of a lesson e.g. the oral-mental starter in mathematics.
During week 1 agree a teaching load between 25-40%. In week 2 teach 40-50% of lessons. By week 3 you should be teaching approx. 60-65% of the timetable.
Arrange a minimum of 20% i.e. 2 x ½ days for PPA.
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PGCE Primary Teaching Placement OverviewInduction Visits: 17th Dec - 11th Jan 2018/19 (2 weeks)
Block: 14th Jan – 15th March 2019 (8 weeks)The Key Word is ‘Flexibility’We appreciate that schools adopt varying approaches to things such as curriculum, organisation and planning. Trainees will also have differing levels of experience and expertise therefore there should be flexibility around the following overview. Mentors and placement tutors should adapt their expectations accordingly.
Role of the trainee Role of the class teacher/mentor
Role of the placement tutor/PAT
17 Decto 11 Jan 2019
InductionVisits(10 days)
o Complete the School Contact Details Form, send to your university placement tutor and upload onto Canvas
o Complete the School Placement Induction Form and notify your PT with any concerns – upload to Canvas
o Complete your Induction Checklist and file documents in the correct file
o Agree a timetable for the placement which builds up gradually to 60-65% teaching commitment by week 3
o Continue to organise your 3 files – ‘University’, ‘Teaching’ and ‘Monitoring and Assessment’
o Begin to compile MTPs for areas of the curriculum you will be responsible for (this may not be relevant if in the EYFS). See Additional Guidance Handbook.
o Actively seek clarity and expectations on classroom procedures including planning, assessment, behaviour etc.
o Take an active role in all lessons and activities within the class and school
o Begin to identify the professional role of a teacher by undertaking playground duties, attending staff meetings etc.
o Complete some whole class teaching during the induction week, for example read a story or take an oral-mental starter in mathematics
o Teach two English lessons/activities, two mathematics lessons/activities and two other lessons/activities based on the teacher’s medium term planning, create your own lesson
o Be aware of the trainees’ Individual Action Plan, so that you can provide targeted support and advice
o Arrange for the trainee to be involved in any planning team meetings which take place during their placement
o Agree a timetable for the placement which builds up gradually to 60-65% teaching commitment by week 3
o Discuss the weekly routine, the timetable, playtime and lunchtime arrangements, staff duty rotas, and assembly arrangements etc.
o Provide data for the class including assessment records, IEPs, long and medium term plans, planning formats etc
o Agree a time for the weekly meeting in 2nd Induction week and provide positive feedback, support and targets as appropriate
o Ensure all checklist information has been collected and filed
o Ensure trainee has an understanding of all expectations for the placement
o Seek advice from PT/PAT if necessary
o Maintain contact with the trainee as appropriate
o Respond to the WERF, after the 2nd Induction week, in order to check on progress and offer support and guidance where necessary
o Respond to any concerns raised by staff in the school and liaise as appropriate
o Share any issues or concerns with School Experience Coordinator
SCHOOL PLACEMENT INDUCTION FORM
PGCE Early Years and Primary
Trainee name:School:
Please upload this to the Assignments section on your course Canvas site as close to the start of your placement as possible, but at least by the end of your first full teaching week.
This list comprises key actions for schools as part of your induction, but also for you. You must be proactive in ensuring all these things happen. In some cases it may be receipt of a school document, in which case, you must read that before acknowledging you have received it, for the purposes of this return. Your pre-placement/induction checklist goes into more detail and must also be used, but this return summarises key elements, to show the university they have been done. Uploading this return acts as your signature. If any element of this can’t be ticked for Section A, firstly you must raise this with the school, then if still incomplete, discuss this with your university placement tutor. If any element of Section B can’t be ticked, add an explanation to the Comments box (which can also be used for any further comments).
Section A: School policies, procedures, community and environmentI have… Check received information on health and safety procedures at the school (including reporting arrangements,
key personnel, evacuation and emergency procedures, first aiders and first aid box locations, accident book routines, administration of medicine routines)
received any risk assessments the school feels are imperative to share with trainees and know who to ask for risk assessment information
received risk assessments and essential information in relation to any pupils with particular needs, to help ensure their health and safety
been introduced to key staff (mentor, appropriate senior staff, placement supervisor, SENCO/SENDCO) and know their roles
ensured any adjustments have been identified and prepared for with the school (e.g. to deal with my physical needs, specific learning differences)
shared contact details with relevant staff and know how to contact staff if necessary (particularly in emergencies)
been introduced to the school environment, security and routines (e.g. plan/tour of the school, lunchtime arrangements, parking arrangements, use of shared equipment such as photocopiers, how to contact the caretaker, security expectations)
received information on the school’s approach to confidentiality, data handling and data protection (e.g. GDPR expectations) which I must abide to
received safeguarding information, particularly in relation to child protection and how to report any concerns (including name of safeguarding lead, the safeguarding policy and information about the Prevent strategy)
received information about school-specific rules and expectations not covered above (e.g. use of mobile phones, photography, use of internet, bringing items in from home, reporting sickness absence, 48 hour rule, nut free zone, staff code of conduct)
Section B: Preparation for teachingI have… Check used the pre-placement/induction checklist in order to fully prepare for my placement attended the university sessions on planning for placement, covering planning, assessment and
evaluation read and understood the placement handbook had initial contact with my university tutor, including sharing some sample plans completed any action plans required (if not first placement)
Section C: Comments
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INDUCTION CHECKLISTTrainees will spend ten induction days in their spring placement school. The following list provides an indication of the information and activities trainees should undertake during their induction days. Please file relevant information in the Teaching or M&A file.
The School’s Routines, Policies and Procedures
Complete the School Contact Details Form, send to your university placement tutor and upload onto CanvasComplete the School Placement Induction Form and notify your PT with any concerns and upload onto Canvas
Gather general information about the school; e.g. size, design, catchment area, staffing (including support staff).Obtain and read copies of key policy documents e.g. behaviour policy, equal opportunities, assessment/marking, health and safety, first aid, restraining pupils, individual subject policies and handwriting.Discuss the protocol relating to confidentiality with regard to any information written down about children. (GDPR)Find out about the timings of staff meetings/briefings and any staff training sessions which will take place during your time in the school. Are you expected to attend these meetings and events?Find out about any expectations regarding a dress code for staff, the wearing of jewellery, body piercings etc.Ask about the practicalities of using the staffroom, e.g. do you have to bring your own cup, how do you contribute to the cost of tea/coffee?School Staff
Meet with your mentor to have a general discussion about the forthcoming teaching placement and discuss placement overview document.Establish a good working relationship with your teacher and mentor.
Share your strengths and targets, identified at the end of the Autumn Classroom Experience, with your mentor, so that he or she can provide targeted advice and support.Come to an agreement with your teacher and mentor regarding how you can communicate with one another when you are not based in school (telephone numbers and or email).Get to know the staff you will be working with during the placement, including support staff.Start to make enquiries as to how you can become involved in extra-curricular activities during the placement.Find out about staff who have expertise in teaching particular subjects so that you can investigate the possibility of observing them or arranging to speak to them as part of your research for assignments.The Children
Make lists of the children's names, ages and any necessary records related to reading and mathematics achievements and any associated problems. Begin to collect and analyse class tracking data and identify individual specific needs.Learn as much as possible about the children's levels of ability, previous experience and short term future needs; how does the teacher cater for the different abilities within the class?Start to get to know the individual needs of the children e.g. their behaviour patterns, and usual responses to tasks, authority, and to other people.Find out about any children with special educational needs (remember – these are not necessarily children with statements); how does the teacher cater for them? Start thinking about how you will cater for them.
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Discuss with the teacher the approaches used to assess and record children's progress.Investigate any setting arrangements that are in place for mathematics and/or literacy teachingProduce seating plans to help you get to know the children’s names.
The Classroom Environment
Make a plan of the classroom (or classrooms) you will be working in.
Find out about the availability and location of resources.
Discuss the class routines which you are expected to maintain and, if necessary, negotiate those where you wish to make changes e.g. you might want to introduce your own ‘rewards’ system.Note the strategies used by the teacher to maintain discipline. How do children leave/enter the classroom? What are the expectations in terms of children putting up their hands instead of calling out answers? Are children allowed to move around the classroom without permission? What sanctions are available for you to use to maintain good behaviour?Observe the organisational strategies and behaviour management techniques employed by the teacher.Find out about the procedures for creating displays in the classroom. Who is responsible for actually putting up the displays; the teacher or support staff? Which displays will you have responsibility for during the placement?Curriculum, Timetable and Teaching
Obtain copies of the school’s medium-term planning documents for the spring term, so that you can begin to personalise them for your own teaching.Find out about the school’s approach to medium-term planning, particularly the existence of planning teams. Which planning teams will you be a member of?In consultation with the teacher, produce a timetable for the placement which represents a teaching commitment of 60-65% (certainly not more than 65%) by week 3.Agree with the teacher the subjects and/or topic areas you will be teaching this term.
For each subject you will be teaching discuss the broad content that needs to be covered so that you can make a start on your medium term plans.Make any necessary arrangements with regard to the shared teaching of a subject e.g. if you and the teacher will be sharing the mathematics teaching, how will this work in practice?Discuss availability of resources, and the possible use of visits and visitors during your placement.Find out about the procedure for using the school’s photocopying facilities. Is there a limit to how much photocopying you can do?Work with groups and the full class for some lessons, and begin to build good relationships with the children, establishing yourself in their eyes as their future temporary teacher.
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ORGANISATION OF FILES
UNIVERSITY FILE TEACHING FILE MONITORING & ASSESSMENTThis is a professional working document and should be tidy, well organised and well presented.
It must be up-to-date and available in class at all times. This is assessment of your progress to date.
This file must contain:
Completed weekly evaluation and review forms (WERF) (completed at the weekly mentor meeting)
TPDP (including pen portrait, ACE Summary and Placement information to inform interim reference completion and individual action plan).
Copy of completed reference notepad from ACE placement tutor
Completed lesson observation forms with tutor/mentor AND a copy of the lesson plan observed.
Blank lesson observation forms (x 8) for tutor/mentor use
The file must contain
School and class information (in front of file)
Policies and Welcome Pack (in back of file)
Wider professional activities (in back of file)
Sections for each week using wide labelled dividers (see details below).
Section for medium term plans
Class timetable Personal timetable
In each weekly section you must have the following:
Today section Weekly timetable with your
teaching commitment highlighted
Planning (lesson plans/ focussed activity plans, other planning)
Planning should could contain brief handwritten assessment notes/next steps/evaluation of teaching
2 x In-depth lesson evaluation note sheets (for advice on completion of these, see Additional Guidance Handbook p19/20).
The file must contain
Class assessment data (collected during induction)
School assessment policy (collected during induction)
Formative assessment notes (e.g. pupil profiles) on children's learning, progress, behaviour etc. (ongoing – see additional guidance p30)
Weekly sections containing:
Formative assessment records (filed each week)
Examples of children's work to be included where appropriate, this will include learning journeys and observations in EYFS
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GUIDANCE FOR THE SCHOOL MENTOR
The mentor is the member of staff in the school who oversees the support provided for ITE trainees and liaises with the class teacher and university placement tutor concerning trainee matters. The mentor has a significant role in guiding and supporting the trainee’s development both before and during the placement. The mentor together with the class teacher and university placement tutor, is responsible for assessing the trainee’s progress.
Prior to the Placement
Attend mentor training sessions as required
Attend pre-placement meeting
Be familiar with the Teachers’ Standards and the grade descriptions in the Teaching and Professional Development Profile and A5 booklet
Ensure that class teachers are fully appraised of their role in relation to the trainee placements
Notify the university Placement and Study Abroad Office if there are any concerns that may affect the trainees (e.g. class teacher absent, Ofsted inspection during placement period).
During Induction Visits
Welcome the trainees to the school on the first day and arrange their introductory programme;
Take the trainees on a conducted tour of the school and introduce them to key staff
Advise the trainees on practical issues such as the staff dress code, the use of staff room and office facilities, procedures for paying for tea/coffee etc
Provide selected school policies (preferably in a welcome pack), as appropriate to the needs of the trainee on the placement
Provide details of school organisation/management that may affect the trainee on the placement;
Ensure that the trainees are settled in their classes
Ask the trainees for a copy of their pen portrait document, which will provide you with background information about the trainees’ prior experience and areas of expertise
Discuss the trainees’ strengths and targets identified in their Individual Action Plan, so that you can provide targeted support and advice
Liaise with the class teachers on the trainees’ progress
Ensure that the trainees continue to feel settled and have access to all the information, materials and resources necessary for them to complete their medium-term planning.
During the Placement
Arrange a programme of weekly meetings with the trainees to discuss particular topics (e.g. SEN, assessment, behaviour management, EAL, working with TAs), to review targets and to discuss their general progress
Carry out the required number of trainee observations, each one being accompanied by oral feedback, and written feedback using the university’s Lesson Observation Feedback Form
Monitor the development of the trainees’ placement files, particularly the planning, assessment and self-evaluation
Each week discuss the trainees’ progress with them in relation to the grade descriptions in the Teaching and Professional Development Profile and use this to set future targets
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Liaise with the placement tutor during his/her visits Liaise with the placement tutor to agree attainment grades for Review Points A and B Remind trainee to send review grades to placement tutor. Attend partnership meeting Raise with the placement tutor any concerns about the trainees’ progress Carry out two joint observations with the placement tutor over the course of the placement.
Towards the End of the Placement
Discuss the trainees’ progress with the class teachers and start to complete the relevant sections of the Teaching and Professional Development Profile
Meet with the trainees and placement tutor to agree the Teaching and Professional Development Profile grades
Complete the content of the ‘Strengths, Impact, Targets and General Advice’ section of the T&PDP and email copy to the Placement Tutor
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GUIDANCE FOR THE CLASS TEACHER
The role of the class teacher is vital during teaching placements. This is the member of staff who works most closely with the trainee on a day-to-day basis and thus has an important role in their professional development. The class teacher’s role might include the following:
During Induction Visits
(Please also refer to the Induction Checklist earlier in the handbook)
Ask the trainee for a copy of their pen portrait document, which will provide you with background information about the trainee’s prior experience and areas of expertise
Stress to the trainee that they are part of a planning team and so should not be doing all of the planning in isolation
Arrange for the trainee to be involved in any planning team meetings which take place during the preparatory visits
Organise a timetable for the placement which builds up gradually to 60-65%;
Provide information on the children, with particular regarding to ages, levels of attainment, special needs, EAL, disabilities, medical conditions, behaviour problems etc
Make the trainee aware of any protocols relating to confidentiality and data protection issues
Advise the trainee on how the school’s behaviour management policy works in practice in the classroom. What is the system of rewards and sanctions that you use?
Share with the trainee the way that you assess and record pupil progress
Discuss the weekly routine, the timetable, playtime and lunchtime arrangements, staff duty rotas, assembly arrangements etc.
Provide the trainee with opportunities to work with groups of pupils and then with the whole class in order to build up confidence and to enable the pupils to see the trainee as being one of their teachers
Introduce the trainee to any support staff with whom they will be working
Find out about the trainee’s particular areas of expertise and interests and discuss the possibility of being involved in extra-curricular activities
During the Early Stages of the Placement
In the early stages, give guidance with regard to the content of lesson plans, particularly in terms of matching activities to the pupils’ abilities
Check the trainee’s lesson planning and suggest adjustments where necessary
During the first few weeks of the placement, be in the classroom or nearby when the trainee is teaching, so that you can provide appropriate verbal support, encouragement and practical guidance, either during or immediately after the lesson
Work under the trainee’s direction in the role of TA on occasions where additional support would be helpful
During the early stages of the placement model specific sessions or parts of sessions for the trainee e.g. approaches to the teaching of particular aspects of literacy or numeracy
Be available, when appropriate, for health and safety reasons e.g. when the trainee is teaching PE, science and D&T
Advise the trainee on how to assess and record pupil progress
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During the Middle/Later Stages of the Placement
Gradually withdraw from the classroom, so as to allow the trainee to teach unsupervised, but agree a procedure with the trainee so that a return can be made if necessary e.g. if a serious incident of pupil misbehaviour occurs;
Liaise with the school mentor and the placement tutor with regard to the trainee’s progress
If requested by the mentor, carry out a formal observation of the trainee’s teaching, followed by oral feedback, and written feedback using the university’s Lesson Observation Feedback Form
Towards the End of the Placement
Liaise with the mentor when they start to complete the relevant sections of the trainee’s Teaching and Professional Development Profile.
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GUIDANCE FOR THE UNIVERSITY PLACEMENT TUTOR
The placement tutor is responsible for ensuring that trainees are adequately prepared for the placement and for guiding their professional development during the placement and, together with the mentor and class teacher, is responsible for assessing the trainee’s progress.
Before placement begins
Check that pen portraits have been received and contact the trainee if necessary
Attend pre-placement meetings
Maintain contact with trainees via email so that they can alert you to any issues which need resolving when you visit them in school
During the Placement
Maintain contact with the trainees each week (respond to weekly evaluation) in order to check on progress and offer support and guidance where necessary
Carry out two joint observations, followed by oral and written feedback using the university’s Lesson Observation Feedback Form. Typically, one will be around Review Point A and one to observe the trainee towards the end of the placement (see below).
Liaise with the class teacher and school mentor about each trainee’s progress and respond to any concerns raised by staff in the school
If a trainee is causing concerns, arrange an additional observation visit if necessary and alert the School Experience Co-ordinator and the Placement and Study Abroad Office
Agree Review Point grades with school mentors and submit these by the agreed date
Attend the Partnership Meeting
Towards the End of the Placement
Meet with the school mentor to carry out a final joint observation of each trainee’s teaching, to agree the final grades of this placement, and to complete the relevant sections in the Teaching and Professional Development Profile
Jointly with school mentors, meet with each trainee to discuss the grades and written comments that have been recorded in the Teaching and Professional Development Profile; this can be done in conjunction with the visit outlined in the previous bullet point;
Complete the reference notepad and email to the academic support tutor and the trainee.
FORMAL LESSON OBSERVATIONS DURING THE PLACEMENT16
Trainees should have one formal lesson observation each week during the placement, two of which will be jointly with the placement tutor.
Each formal observation should be followed by oral feedback to the trainee immediately after the lesson, or as soon afterwards as is possible. This should certainly be provided on the same day that the observation takes place.
Joint Observation 1: the placement tutor to complete the observation form and take the lead in providing feedback.
Joint Observation 2: the mentor to complete the observation and take the lead in providing feedback. All relevant parts of the T&PDP should be completed on the visit.
The observer should also provide written feedback using the university’s Lesson Observation Feedback Form. The trainee should be given the completed original form and the mentor should keep a copy for their records
SUPERVISION AND ASSESSMENT OF SCHOOL EXPERIENCE
Assessment of this school experience is carried out by the school mentor, class teacher and placement tutor. Trainees are formatively assessed and provided with grades in each of the eight Teachers’ Standards
The Teaching and Professional Development Profile (T&PDP)
The Teaching and Professional Development Profile sets out the Standards for the Award of QTS and the criteria by which the trainee achievement will be assessed throughout the placement. The criteria relate to the headings of the Teachers’ Standards. The final section encourages trainees to gather evidence against the 8 Standards.
SUPPORTING TRAINEES’ PROFESSIONAL DEVELOPMENT
The grades in the T&PDP present criteria for assessing trainees’ level of attainment and should be referred to throughout the placement. Mentors and placement tutor should indicate clearly to trainees how they could enhance their practice to progress through the grades. This is supported by ongoing completion of the Teachers’ Standards within the T&PDP.
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WHO TO CONTACT IF A PROBLEM ARISES
It is very important that mentors, placement tutor and trainees should feel able to seek help when problems arise which they cannot easily resolve within schools. The table below indicates some of the possible problems which may arise during a teaching placement and indicates who should be contacted initially and ultimately.
TYPE OF PROBLEM INITIAL CONTACT NEXT CONTACT
PROBLEMS FOR TRAINEES
School asks you to act as supply cover Class teacher or mentor Placement Tutor
You do not feel you are being given adequate opportunities to teach the curriculum
Class teacher or mentor Placement Tutor
You experience problems managing some children’s behaviour
Class teacher or mentor Placement Tutor
You need to take time off school for personal reasons
Class teacher or mentor and Partnership Office
Placement TutorSchool Experience Coordinator
You are struggling to understand subject matter or teaching approaches for something you have to teach
Class teacher or mentorSubject tutor at university
Placement TutorSubject Tutors
You are unhappy about the way in which the mentor works with you
Mentor (if appropriate)Placement tutor
School Experience Coordinator
You are experiencing problems with travel or accommodation
Placement and Study Abroad [email protected]
PROBLEMS FOR MENTORS
The trainee’s time-keeping or attendance is unsatisfactory
TraineePlacement Tutor
School Experience Coordinator
The trainee’s planning is unsatisfactory TraineeClass teacherPlacement Tutor
School Experience Coordinator
The trainee seems likely to fail to meet the Standards by the end of the placement
TraineeClass teacherPlacement Tutor
School Experience Coordinator
You do not feel that the trainee has adequate subject knowledge for some aspect of his/her teaching
TraineeClass teacherPlacement Tutor
Subject TutorsSchool Experience Coordinator
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PROBLEMS FOR UNIVERSITY PLACEMENT TUTORS
The school expresses dissatisfaction with the trainee’s professionalism
TraineeSchool Experience Coordinator
Programme DirectorHead of Teacher Education Subject Group
The school does not appear to be meeting its contractual obligations to the trainee
Senior Partnership Area Tutor Programme DirectorHead of Teacher Education Subject Group
FREQUENTLY ASKED QUESTIONS
Teaching Timetable, Workload and PPA Time
How much of the time should we be teaching?
During the spring placement you should be teaching about 60-65% of the timetable by week 3 of the placement.
This is meant to be an average figure, taking the placement as a whole. You will probably start well below 65% for the first few weeks but after that we would expect everyone to be up to 65% (by week 3).
What should the 20 non-contact time be used for?
Non-teaching time (20%) can be used for planning, preparation, marking books, maintaining assessment records, etc. but must take place in school. You are not expected to be in the classroom taking on the role of a TA, working with a group etc. You could also use some of your non-teaching time each week to observe teachers in other classes throughout the school. You may also have specific targets relating to teaching in other key stages/year groups and this should be arranged for your 20% non-contact time.
Do we have to put up classroom displays during this placement?
Displays contribute to the rich learning environment we provide for children and so it is important that you gain some experience of creating stimulating displays. Most teachers plan and prepare displays but leave it to support staff to actually put the materials on the wall, although this will vary from school to school. Discuss the issue of displays with your class teacher, find out what the normal procedure is, and work along those lines. The important thing is that you do get some experience of being involved in providing displays.
Writing Medium Term Plans/Topic Plans
The class teacher has given me a copy of the school’s medium term plan for geography.
Many schools will provide you with a copy of the medium-term plan for a particular subject that you will be teaching. It is likely that this comprises only one or two sheets of paper and therefore does not contain the level of detail that we require of you as trainees. By all means include copies of the medium-term plan as part of your plan, if it contains some of the information that we require. However, it is almost certain that you will have to attach additional sheets of your own to bring it up to the required level of detail. What we don't want you to do is to waste valuable time typing large amounts of information that have been provided by the school. Simply include these sheets together with your own supplementary sheets.
The school doesn’t have a medium-term plan because it uses a commercial scheme which provides ready-made lesson plans. Do I need to write a medium term plan for this subject?
In a word, yes, because despite the fact that you have a bank of ready-made lesson plans, you still need to have an overview of what will be covered during the placement as a whole. You need to be able to see the continuity and progression within the block of work.
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Go through the individual lesson plans of the commercial scheme which you will be using during the placement, and use all that detail to provide a less detailed outline of content/approaches in your medium term plan. This might be on a lesson-by-lesson basis, or, in the case of mathematics and English where there will be a lot of lessons, you could group together 2 or 3 lessons that are on the same topic and provide an outline of what you will be doing, but without splitting it into separate lessons.
Also, remember to be prepared to substitute activities/approaches suggested in the commercial scheme with alternatives of your own.
Assessment and Record-Keeping
How many children to we have to assess during this placement?
You must keep an overview of all children you are teaching. If you have children from different classes for group sessions e.g. phonics you must keep formative records for these children as you will need to share this information.
Do I have to complete focussed activity plans throughout placement?
Your mentor and placement tutor will monitor your planning and advise when/if your teaching no longer requires this scaffolding.
Lesson and Weekly Evaluations
How many lessons do we have to evaluate?
Refer to Spring Placement overview document for details of lesson evaluations.
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