Welcome to the 2014-15 Network Event- Part 2€¦ · 2014-15 Network Event- Part 2. mcn@bcu...
Transcript of Welcome to the 2014-15 Network Event- Part 2€¦ · 2014-15 Network Event- Part 2. mcn@bcu...
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mcn@bcu
Welcome to the 2014-15 Network
Event- Part 2
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mcn@bcu
Rationale:
• Mentoring and coaching are interrelated disciplines, which maximise every participant’s potential to be an outstanding teacher.
• Both Teach First and BCU recognise the importance of enabling this essential developmental resource to be as effective as possible.
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mcn@bcu
Objectives:
• To share key documentation and resources to support schools through the Teach First Year-long Programme.
• Provide an opportunity to meet with colleagues from both BCU and Teach First and develop an understanding of how we support work in schools.
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Core Documentation-
Paper/ Electronic
• Key Requirements
• Mentors Handbook
• West Midlands Programme guide
• Calendar
• R&A form
• Placement Guidance
• BCU Tracker
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Core Documentation- Electronic
• Subject Studies Guide
• Secondary Journal
These will be available on the
Partnership website
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Fair Education Impact Goals
Narrow the gap in GCSE attainment at secondary
school
Pupils with eight or more GCSEs are more likely
to progress successfully and gain a place at
university than those with five GCSEs. We want
to see this gap close 44% by 2022.
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Fair Education Impact Goals
Narrow the gap in university graduation,
including from the 25% most selective
universities, by 8%
There is a significant gap in access to higher
education, particularly to the most
selective universities, between those from
low socio-economic backgrounds and
their more affluent peers. Closing this gap
is crucial to improving social mobility.
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Fair Education Impact Goals
Ensure young people develop key strengths,
including resilience and wellbeing, to
support high aspirations
While there is no significant gap in the
aspirations of young people from low-income
homes, there is a big gap in reaching
aspirations. These pupils may need to be
even more motivated and resilient to
overcome the barriers that they face.
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Fair Education Impact Goals
Narrow the gap in the proportion of
young people taking part in further
education or employment-based
training after finishing their GCSEs
If someone is in education,
employment or training after their
compulsory education has ended,
it is a good indicator that their
earlier education has been
successful. If not, it can be
devastating for that person and
their later progression.
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Fair Education Impact Goals
Narrow the gap in literacy and numeracy
at primary school
Attainment at age 11 is a strong predictor of
later success at secondary school. We want
to see pupils in low-income communities
achieving at the same level as their more
affluent peers in English and maths by this
age. We want to see this gap close 90% by
2022.
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National Agenda for ITE
• Behaviour Management
• Meeting Individual needs
• Must observe good/
outstanding teaching
• Homophobic bullying
• Phonics
• Early Mathematics
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BCU/ Teach First Priorities
• Enhanced subject mentor practice
• All Mentors to be in training during
the academic year of 2014-15
• All Participants achieve a minimum
of good, the expected outcome is
Outstanding
• Ensure that retention rates are
above National Averages
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Introduction to Teach First
The two-year programme, beginning with the ITE
component, enables an exploration of wider
development opportunities in pursuit of impact.
This journey is focused on leadership in the
short, medium and long term. It begins with
participants committing themselves to teaching
for at least two years in schools and we are
excited to be working with colleagues from all
over England and Wales.
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The Teach First Leadership Journey
Application
&
Assessment
2 years teaching
in school
Being
an
Ambassador
SIC
P
D
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Who's who? When to contact…Davinder Dosanjh, Programme Director: Birmingham City University
Anita Wheeler, Regional Director: Teach First Offices, Birmingham
Paul Sanders, Secondary Lead Birmingham City University
Louise Lambert, Primary Lead Birmingham City University
Caroline Montgomery, Partnerships Lead: Birmingham City University
Ann Scott, Partnership Manager (East) Teach First Offices, Birmingham
Dan Howells, Partnership Manager (West) Teach First Offices, Birmingham
Nathan Hawkins, Course Administrator: Birmingham City University
Michelle Young, Course Administrator: Birmingham City University
Gemma Neale, Programme Administrator: Teach First Offices, Birmingham
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Expectations of working Practices- communication
• All communication to and from Participants needs to be through BCU email.
• [email protected] is the central email address for sending information.
• Please keep all parties informed by adding tutor/ mentor/ LDO addresses to cc. box in emails.
• Please contact us sooner, rather than later
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Summer Institute Overview
4 week overview
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Visits and Observations
Professional Studies Tutors= 6 visits
Subject Tutors= 6 visits
PM= 3 individual observation and 1 (minimum) joint
observation with PST
SM= 6 individual observation and 1 (minimum) joint
observation with ST
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Year Long calendar
Key Points of the year:
• End of September/ start of October- realisation that
sleep is required. Most start to recognise the scale of
what they don’t know… it is essential that PMs manage
the expectations of the Participant and other members
of staff
• January and WA2.
• February/ March- the safe plateau and decisive action
on C4C
• April/ May WA3 and RJA3 are submitted 3 weeks apart
at the start of exam season
• July- enough time for WA4
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Expectations of working Practices-observations and grading
• Like Ofsted, we do not grade lessons
• Strengths and areas for development are determined in terms progress against the teaching standards
• All observations and visit records are shared with Tutors, Mentors and LDOs are are completed using the BCU Review and Analysis Form
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Using the R&A Forms- best practice
• Multi-purpose form for all
observations/ meetings. (Examples
in pack)
• Use in line with the BCU tracker.
• Always refer to the teaching
standards.
• Share the contents.
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Training and supporting our Mentors
•Bespoke training sessions at BCU
(September is Subject specific pedagogy led
by Curriculum Leads)
•Mentor Recognition Training goes online from
September
•BCU Website
•Termly newsletter- SI edition out in
September
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A polite reminder…
All mentors must undergo compulsory training
and development throughout the year,
delivered by the training provider and Teach
First. These will take place on a termly basis
at Birmingham City University and the dates
of all mentor training will be shared with
partner schools at the start of the academic
year.