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PGCE Class Teacher Briefing SE1 2013 - 14

PGCE Class Teacher Briefing SE1 2013 - 14. Important Dates for SE1. Students will return to UW for an afternoon session as follows: Tuesday 26 th November Groups A, B and C Wednesday 27 th November Groups D,E and F Friday 29 th November Groups G, H and I.

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PGCE Class Teacher Briefing SE1 2013 - 14

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  1. PGCE Class Teacher Briefing SE12013 - 14

  2. Julie Sutton 2013 Important Dates for SE1 Students will return to UW for an afternoon session as follows: Tuesday 26th November Groups A, B and C Wednesday 27th November Groups D,E and F Friday 29th November Groups G, H and I

  3. Attend training in order to support the SE process Discuss and clarify expectations Discuss planning with trainee Review planning, responding both to areas of strength and areas that need further support. Formally observe a lesson every week, giving constructive feedback. Conduct weekly reviews Support the trainee in the developing a variety of teaching styles, behaviour management styles and assessment. Make constructive comments in the PDP Julie Sutton 2013 Roles and Responsibilities of the Class Teacher (p.10)

  4. Trainees should bring a letter from University to confirm that we have seen their DBS • Obtain copies of the school’s safeguarding, behaviour, health & safety and e-safety policies. (May be available online) • Obtain class timetable, basic pupil details etc. • Planning • Have an idea of arrangements for week 1 of their SE • Exchange emails/contact details Julie Sutton 2013 Preliminary Visit Days

  5. Lesson Planning: for all lessons taught. Reference to the Teachers’ Standards should be evident Self Evaluations: 1 detailed evaluation per day, other evaluations can take the form of annotations on lesson plans 1 formal lesson observation per week (class teacher, lead mentor etc.) Weekly Review Opportunity to undertake the Professional Enquiry tasks Two files – School Experience and PDP. These should be in school every day Julie Sutton 2013 Trainees should have…

  6. Organisation of SE file • Section 1 Tutorial Record Sheets, Observation Sheets, Weekly Review Sheets & other written feedback • Section 2 School Details e.g. School Prospectus • Section 3 Current Week to include a timetable, lesson plans etc. Archive previous weeks • Section 4 Previous Weeks organised chronologically and sub-divided into weeks • Section 5 Monitoring and assessment NB: Always in school, visible and professional in appearance Julie Sutton 2013 The School Experience file

  7. Julie Sutton 2013 What is the purpose of the PDP? • The Professional Development Profile enables trainees to record their achievement against the Teachers’ Standards. • It is not a diary! • It enables the trainee to reflect on their experiences and learn from them. • Used for target setting ( weekly review meetings) • Trainees are responsible for making regular entries and gathering appropriate evidence. • All trainees are expected to complete all the Teachers’ Standards identified for SE1. This is the MINIMUM requirement. • Class Teachers to view once a week.

  8. Week 1 Files should be set up Observe at least one lesson daily Work alongside the class teacher taking groups as required and provide retrospective lesson plans for at least 5 of these group lessons. Discuss with the class teacher which groups you will be working with in subsequent weeks, and the lessons you will be teaching. Prepare lesson/session plans for groups to be taught in week 2. The trainee should aim to be planning two sessions each day. Discuss these with the teacher. Prepare co-teaching lessons/sessions for next week with your class teacher. Prepare a weekly review sheet for your weekly meeting and following the discussion, complete the form with agreed targets set for the next week. Make some reflective entries in your PDP about what you have learned from your experiences this week and ask for written feedback from your teacher. Identify a timescale to complete your professional enquiry tasks. Julie Sutton 2013 Expectations of SE1

  9. Co-plan, co-teach and co-evaluate three whole class lessons/sessions with your class teacher. Continue to work alongside the class teacher supporting groups that the class teacher has planned for. Clear plans should be available for each session/lesson taught. Evaluate each lesson, one in detail each day, using the relevant form; this may be the co-taught lesson on some days. Evaluate all other lesson plans by annotating them to inform future planning. Continue to observe the class teacher or observe an experienced teacher in another key stage where possible. Complete the observation form and discuss your learning with your teacher. Make notes about how your teacher records child progress. Prepare a weekly review sheet for your weekly meeting and following the discussion, complete the form with agreed targets set for the next week. Continue to make PDP entries for all sections of your PDP and ask for written feedback from your teacher. Check that your files are up to date, well organised and presented. Julie Sutton 2013 Weeks 2 and 3

  10. Ensure that you are teaching five whole class lessons as a minimum. Continue all other expectations as described above for weeks 2 and 3 Julie Sutton 2013 Weeks 4 and 5

  11. During the mid-point of their School Experience trainees will meet with their school and/or supervisory tutor to discuss their progress to date and to set further targets for the next few weeks. The school will complete the Mid-Point Review Sheet and it should be kept at the front of the school experience file with a copy emailed to primarypgce@worc.ac.uk. This should arrive at the School Experience office no later than Friday 22nd November 2013. Julie Sutton 2013 Mid Point Review

  12. Continue to teach at least two lessons per day – a combination of whole class and group lessons. At least five lessons a week should be whole class lessons on your own. Your teacher should act as your teaching assistant. Evaluate the effectiveness of these lessons with your teacher. Ensure that you have clear lesson plans for each group and whole class lesson taught. Continue to support class teacher. Ensure that your files are up to date. Check that all professional enquiry tasks have been completed In addition, during week 8 Ensure that all resources and items that have been borrowed are returned. Check that you have completed your PDP. Complete a Subject Knowledge Learning Plan for English, Maths and Science. Julie Sutton 2013 Weeks 6, 7 and 8

  13. The School Experience Report should be discussed with the trainee and /or Lead Mentor. Once completed, a copy should be emailed to primarypgce@worc.ac.ukby Friday 20th December 2013.Trainees should also email a copy of their attendance sheet. IT IS THE TRAINEE TEACHER’S RESPONSIBILITY TO MAKE SURE THAT THE SCHOOL EXPERIENCE REPORT IS COMPLETED AND SENT TO THE RIGHT PLACE BY THE APPROPRIATE DATE. Julie Sutton 2013 Final SE1 Report

  14. Time agreed; tutors should contact the lead mentor in school to arrange the visit Each visit should be approximately one and a half hours in length Joint lesson observation; betweenclass teacher and tutor. All files (including PDP) accessible at the start of the lesson along with lesson plan. Joint feedback; class teacher and tutor feedback to trainee. Two visits Julie Sutton 2013 UW Tutor Visit

  15. Talk to the trainee in the first instance • Seek out the advice of the lead mentor/UW tutor / Partnership team • If a Grade 4 is issued for any of the standards this automatically triggers a Targeted Support. (p.18) • If concerns remain issue FurtherTargeted Support Follow the procedure set out on p.16 • NB It is important to alert the University early if there are concerns with a student Julie Sutton 2013 What to do if things go wrong? P.16

  16. Julie Sutton 2013 Teachers’ StandardsDfE 2012 Personal and Professional Conduct A teacher is expected to demonstrate consistently high standards of personal and professional conduct. We expect trainees to be professional at all times and this is embedded in all of the Teachers’ Standards. If at any time a trainee acts in an unprofessional way this should be recorded and a Targeted Support issued.

  17. The Teachers’ Standards are set out under the following headings: • 1 Set high expectations which inspire, motivate and challenge pupils • 2 Promote good progress and outcomes by pupils • 3 Demonstrate good subject and curriculum knowledge • 4 Plan and teach well structured lessons • 5 Adapt teaching to respond to the strengths and needs of all pupils • 6 Make accurate and productive use of assessment • 7 Manage behaviour effectively to ensure a good and safe learning environment • 8 Fulfil wider professional responsibilities Julie Sutton 2013 Teachers’ Standards DfE 2012

  18. Higher Good Pass Targeted Support Further Targeted Support Use of pen portraits to assist with grading Julie Sutton 2013 Grading Structure

  19. Julie Sutton 2013 Communication • Contact details of the Primary partnership team can be found in the SE handbooks • All SE information can be found on the University website – dedicated partnership pages http://www.worcester.ac.uk/discover/education-partnership-placement-information.html

  20. Julie Sutton 2013 Any Questions..

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