School Direct Salaried

Kathy Clements Senior School-Based Training Supervisor Lis Bundock Programme Leader Bhav Prajapat Assistant Programme

Inspiring Learners, Enriching Communities

Mentor Training – Session Outline

• An overview of the School Direct Salaried Route • Roles in the Partnership • University Directed Training • School-Based Training - Compliancy regulations • Keys to Quality • School-based activities • What does 'teaching' actually mean? • Planning for observations (e.g. transition, different Key Stages, National Priorities) • Professional Responsibilities • Pre-Course Tasks

School Direct Salaried

✚ Who is if for?

✚ When does it start?

✚ What qualifications will I get?

✚ What is the salary?

✚ What will it look like?

✚ Experienced professionals and graduates aspiring to become teaching professionals within primary or secondary school settings. Starts September 2020

✚ Qualified Teacher Status (QTS)

✚ The trainee will be paid an unqualified teacher salary

✚ The programme runs from September through to July with regular Friday university directed inputs

Yearly overview

September to December April to June June to July January to

April

SBT2 – 50/75% UoB Directed

Study

SBT1 – 30/50% UoB Directed

Study

SBT3– 75/80% UoB Directed

Study

Consolidation & Preparation for

NQT year

This outlines a typical programme for an inexperienced trainee. It can be adjusted to suit trainee and context in agreement with the Programme Leader.

Roles Primary Secondary

+ Trainee + Trainee

+ Mentor + Mentor

+ Class Teacher + Subject Teacher

+ Headteacher + Professional Tutor

+ University Tutor + University Tutor

+ PAT Tutor + PAT Tutor

+ Module Tutor + Module Tutor

+ Link Tutor + Link Tutor

+ Programme Leader + Programme LeaderUniversity

School

University Directed Training

• Induction Days • Friday study days • Delivery Schedule Face to face

sessions

Remote Learning

IndependentDirected

Study

What will you learn at university?

✚ Theoretical underpinning ✚ Fulfilment of the Teachers’ Standards ✚ Research-informed ✚ Critical reflection on practice ✚ Mainly practically-based sessions ✚ A holistic view of education ✚ Sessions covering key subject

knowledge, pedagogy & practice

✚ Responsive and creative approaches to the challenges of teaching today

Evidence Informed Practice

Theory

Policy Practice

School-Based Trainingrequirements

+ Incremental Teaching Load

+ Lesson Planning

+ Mentor Meeting (1 per week)

+ School Based Training (e.g. staff meetings, INSET)

+ Professional Programme & Activities

+ Engagement With ePortfolio

+ Regular Progress Reviews

University Lead Trainingrequirements

+ University Training Sessions + Remote Learning + Directed Study + Engagement With ePortfolio + PAT Tutorials + University Tutor ‘visits’

Age Phase Compliancy

All trainees should be prepared to teach within one of the following age phases: ages 3-7 (early years), 5-11 (primary), or ages 11-16 (secondary). Training must enable trainees to acquire the knowledge and skills they need to teach across the phase for which they are training. In early years, trainees will undertake assessed experience in Nursery or Reception, and in Key Stage 1. In primary, trainees will gain assessed experience across Key Stage 1 and Key Stage 2.

In secondary, trainees may gain experience in KS5 but the majority of the training will be across Key Stage 3 and Key Stage 4.

All trainees must be fully prepared by the end of the training year to teach across the specified age range. Trainees should be afforded the opportunity to develop a comprehensive understanding ofprogression across, and before and after, the age range for which they are training to teach. This might include enhanced experiences in other age ranges.

Contrasting School Placement Experience

Two contrasting schools enable apprentices to experience and understand the different challenges provided by different schools, in different contexts, serving different communities to enable them to meet all of the Teachers’ Standards The following are examples of differences considered when quality-assuring contrasting schools for school-based training: • % disadvantaged pupils • Number on roll • Type of school, e.g. Academy, Grammar, Special • Most recent Ofsted grade • Faith schools • Age phases catered, for e.g. Junior, Nursery • Curriculum, e.g. specialist schools All apprentices must demonstrate competence in two key stages appropriate to their training phase in order to meet the the Teachers’ Standards. The contrasting school placement is undertaken as a six week block, Spring 1.

Keys to Quality

A warm and welcominginduction including

safeguarding

Ongoing and supportiveinformal

guidance and advice

Effective regular mentor

meetings

Individualised training and developmentopportunities

Constructive and

personalisedverbal and

written feedback

Accurate assessment

using gradingdescriptors

Professional Critical

Reflections

Targets

Actions

ApplicationEvaluation

& ReviewDevelopment

Reviewing Progress

Evidence

ePortfolio & Tracking Evidence

Critical Reflections

Curriculum /Subject Audit

Teachers' Standards

Pen Portrait

Behaviour Management

Audit Forms

Actions Plans

Action Plans

School-based training - Weekly Schedule

Assessing Progress

✚ Refer to schedule and website: http://blogs.brighton.ac.uk/mentors/mentoring-resources

✚ PA/SA Progress reviews. ✚ PB/SB Three way interim evaluation, student, class/subject teacher and mentor.

Setting the scene midway – review progress and agree targets.

✚ PH/SH Record of Mentor Meeting. ✚ PC/SC Summative report, grading against Standards ✚ PK/SK Subject Knowledge observations. (See schedule)

Visit Requirements

✚ Remote Visit 1 During the second half of the autumn term / term 2 ✚ ‘Visit’ 2 During the first half of the spring term / term 3 ✚ ‘Visit’ 3 During the second half of the spring term / term 4

Visit 2 must be arranged in order for the university tutor to ‘visit’ the trainee whilst on their second school experience (SBT2).

✚ Visit 4 During the first half of the summer term / term 5 ✚ Visit 5 Final Assessment visit, during the second half of the summer term / term 6

Need for Enhanced Support (PD/SD)

✚ If a student is not making sufficient progress ✚ Any stage in the placement ✚ Subject knowledge, professional conduct, response to feedback ✚ Complete form. University informed & university ‘visit’ likely. ✚ Supportive process, shared, targets with action plan.

✚ Reviewed in 5 days ✚ If this continues ‘likely to fail’ box

Precourse Blog

Anyquestions? ?