Year 2 Mentor Briefing

1. Year 2 Mentor Briefing BA (Hons) Primary Education with QTS Wednesday 5thFebruary 2014 Sarah Fitzjohn-Scott – Partnership Coordinator Tim Rose – Programme Leader

2. UoB ITE Partnership Priorities for 2013/14 • Review and refine marketing, recruitment and admissions procedures so that all ITE courses recruit outstanding candidates • Extend school partners’ involvement in leading all aspects of the Partnership ITE provision • Use QA mechanisms to target support to further strengthen school-based training • Improve consistency in the use of grading descriptors to assess student teachers • Implement refined tracking systems and intervention strategies so that all student teachers are ‘good’ or better by the end of their training and in their NQT year

3. UoB ITE Partnership Priorities for 2013/14 - cont. 6. Embed the consistent and effective use of Pebblepad 7. Prepare students to teach the new National Curriculum 8. Increase the focus on ‘pupil progress’ in all aspects of school and university-based training (incorporating TS2, TS5 and TS6) • Strengthen training in National Priority areas for specific student groups: Behaviour Management, SEND, EAL, SSP and Early Maths (for primary) and supporting literacy and numeracy (for secondary). • Enhance support for NQTs

4. What identifies a University of Brighton student teacher?

5. University of Brighton trained Teachers are… • Highly committed to their pupils’ learning and ambitious in what they want to help them achieve; • Inquisitive, critically reflective and motivated to keep learning and improving their own practice; • Quick to adapt to different learning contexts and confident to challenge inequalities; • An asset to the profession, willing to share their knowledge and experience and to collaborate with others; • Well prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative. Inspiring learners, enriching communities

6. Expectations for outstanding We expect all of our trainees to be outstanding by the end of the programme. A joint expectation in our partnership

7. . What is necessary to ensure students maximise their progress? Observing Outstanding Practice Across the school and key stages / subjects Learning Walk/s Work/Data scrutiny Joint observation with mentor/teacher Staff meetings and school INSET Definite focus for the student teacher Time to review what was observed and what was learnt

8. True or false? • As 2nd year students, these trainees still have 2 more years to reach the standards • Placement tasks are optional • If a student is leading the class the teacher must be out of the classroom • Trainees must use the University lesson planning document • There is a code of conduct for trainees • Assessment of trainees is best fit • The interim report is predictive • Trainees cannot be assessed as outstanding • Trainees need a chance to improve, cause for concern should never be issued until the last two weeks of placement • The University are always there to support, guide, help – no matter what • Mentors must scrutinise the trainees e-portfolio every day • Placement Tutors observe twice, and at least once with the mentor • School partners are encouraged to input into our programmes

9. As 2nd year students, these trainees still have 2 more years to reach the standards • New 3 and 4 year routes • High aspirations • Raised entry qualifications • New programme management • New intervention strategies • Raise our expectations – placement aims very much linked to pupil achievement

10. FalsePlacement tasks are optional Core message to students: These tasks are essential learning activities for all students. Please ensure that you engage with them and record them on Pebblepad (P17 – 20 in booklet) • Behaviour Management Task • Phonics Observation and Feedback task • Primary Languages Task • SEND Task • *EAL Task • Profile Child Task

11. FalseIf a student is leading the class the teacher must be out of the classroom • Developmental model • Flexibility • Lead Teaching • Working with a focus group • Contact Tasks (p7)Week 4 onwards • Group/Class Record Sheet (p34) • 1:1 • Pairs • Groups – intervention, behaviour management • Withdrawal and support • Team teaching 3 way/2 way • Half class • Whole class

12. TRUETrainees must use the University lesson planning document • p14 to p16 in booklet • Expectation to teach • Maths – take significant responsibility for whole class • English – practise key strategies including phonics • Science – sequence of lessons including some enquiry • Seek opportunity to teach Computing and PE (must be supervised) • Foundation Subjects and Religious Education- plan and teach a series of lessons with advice from an experienced colleague – max 2 subjects. • For all subjects: Use the medium term plans of the school Create detailed lesson plans arising from these on university plan Discuss and share these with the class teacher and other relevant adults

13. TrueThere is a code of conduct for traineesPersonal and Professional ConductImperative • Punctuality • Dress code • Absence • Fully prepared and engaged • Up to date, planned and evaluated • Record of mentorship • Wider life of the school • Alcohol, mobile phones etc. • If in doubt - ask

14. TrueAssessment of trainees is best fit PAmentors and placement tutors, links to action plan and standards, celebrates successes, targets ways forward for development. Graded 1,2,3,4 Appendix 7 Page 38 and 39

15. TRUEThe interim report is predictive PB Three way interim evaluation, student, class teacher and mentor. Setting the scene midway – review progress and agree targets. Graded high, good minimum, fail. EMAILED TO PARTNERSHIP OFFICE

16. FalseTrainees cannot be assessed as outstanding • Lets look at the questions? • Are these helpful?

17. FALSETrainees need a chance to improve, cause for concern should never be issued until the last two weeks of placement • If a student is not making sufficient progress • Any stage in the placement • Subject knowledge, professional conduct, response to feedback • Complete form PD. University informed, Placement tutor visit. • Supportive process, shared, targets with action plan • Reviewed in 5 days • Signed off or continued (maximum 3 c4cs) • Placement curtailed • Failed placement - no automatic right to repeat, examination board, payment to repeat

18. TRUEThe University are always there to support, guide, help – no matter what • Yes, we are • Additional visits • Advice • Phone/email • Commitment to NQTs and Early Practitioners NQTEP@brighton.ac.uk @BrightonNQT www.SchoolLed.brighton.ac.uk

19. FALSEMentors must scrutinise the trainees’ e-portfolio every day • No, trainees must be proactive in keeping up their professional development records. • Let’s look at one https://v3.pebblepad.co.uk/v3portfolio/brighton/Asset/View/q9qhnqztkdghdrq7bpGGbdb4dw

20. TRUEPlacement Tutors observe twice, and at least once with the mentor • They look at the files during visits • The placement tutor can observe on both occasions with the mentor

21. TRUESchool partners are encouraged to input into our programmes We value your voice in developing teacher education; you are experts, training the next generation of outstanding teachers in our schools. It is vital that you are influential in shaping the University of Brighton Partnership's ITE provision in order that training takes account of the profession’s needs and aspirations in an uncompromising drive to sustain and further improve training at the highest level. We have added to the range of ways you can get in touch with us regarding any aspect of training with a dedicated email address SchoolLed@brighton.ac.uk

22. Its all about…