New School Link Teacher Training & Development Meeting

1. New School Link TeacherTraining & Development Meeting Autumn 2013

3. “My whole school placement had a massive impact as I truly felt like a teacher” Stage Two student 2011 “Mentors are very supportive and provide relevant guidance.” Completing student 2011

4. “The fun and exciting hands-on lectures really helped me with my subject knowledge.” Current BEd student “All of the modules I have studied have been of value and have allowed me to develop into an effective teacher who is ready and equipped for transition into the NQT year.” Completing student 2010

5. “The sessions were brilliant. They improved my subject knowledge and were really enjoyable.” Current Student BEd Stage 3 “Excellent communication and feedback from staff.” Completing student

6. National Student Survey 2012-3 Overall Student Satisfaction 100%

7. Ofsted Outcome: Grade 1 Outstanding The key strengths are: • the outstanding leadership and management of senior primary leaders who involve partners very well in refining the partnership’s provision through rigorous self evaluation • the strong commitment of all in the partnership to ensuring trainees make at least good progress through: • open and honest channels of communication and well understood roles and responsibilities • a fully cohesive, consistent and high quality programme of training at the university and across schools • the personalisation of training to support and challenge trainees • the strong arrangements for assessing the progress of trainees and ensuring that challenging targets are set to secure further improvement

8. Ebony & Ivory The high quality which exists across the partnership ensures trainees build on their experiences in schools and at the university and in doing so develops their teaching skills and subject knowledge very well. This is because all personnel who work with trainees – course leaders, university link tutors, school link tutors and school-based mentors – work in harmony with each other and are entirely consistent in their approach. The levels of consistency from one school to the next, thereby ensuring assessments of trainees are robust and targets to improve are challenging, are commendable. A key factor in ensuring this consistency is the thorough understanding and common implementation of assessment criteria. The result is that trainees know exactly how well they are progressing and what they need to do to improve.

9. The Profile of University of Derby’s Primary Partnership • Flourishing Primary Partnership: Stoke-on-Trent to Edwinstowe; Buxton to Leicester City and from Chesterfield to Lichfield. • Richly Diverse Settings • 500+ Partners incl. Special schools

10. ITE Provision at University of Derby • B.Ed 3 or 4 year route • P.G.C.E. 3-7, 7-11 & 5-11 • P.G.C.E. 7-11 & French Specialists • School Direct P.G.C.E. Primary or Secondary • Overseas Teacher Training Programme [OTT] • Raft of CPD modules - many of which are eligible for TDA funding!

11. Your Voices Heard Through Our Primary Partnership Infrastructure Primary Programme Committee Partnership Quality Group SLTs Mentors

12. ITE Partnership Websitewww.derby.ac.uk/ppweb • USERNAME: primary • PASSWORD: w2eb415log • Direct email addresses & telephone numbers • All PT documentation • Exemplar Materials • Dates for Your Diary • FAQs • Photo Gallery

13. Key Personnel: Roles and Responsibilities • Mentor – normally the classroom teacher • SLT – School Link Teacher • ULT – University Link Tutor • SLT as ULT • Internal Moderation Team • External Examiner [All of the above roles are further expanded upon in thePartnership Handbook]

14. So what does being an SLT mean in practice...? www.derby.ac.uk/ehs

15. What if there are issues…? Partnership Managers, Stage Tutors, Programme Leaders SLT ULT Internal Moderation Team

16. School Link Teacher’s File Professional Development Portfolio All pertinent documentation All relevant contact details Dates for you diary Website log in details Support materials

17. SLT as Professional Mentor • Status and influence in your own school. • Representing the interests of the partnership: school and HEI perspective. • Strategic management of ITE provision. • Logistic management of: mentors, trainees, funding, ULT and possibly external examiners. • Wider moderation role across other schools.

18. Meetings - for you • 1 New or Refresher SLT meeting as required • 1 Annual SLT conference Summer Term • Termly Partnership Quality Group Meetings [voluntary] • Termly Primary Programme Committee Meetings [voluntary]

19. Meetings for your mentors • 1 New or Refresher Mentor meeting as required - half a day • 1 x student stage specific meetings - half a day [B.Ed Y3/3s have two]

20. Mentor Selection • Integral part of on going professional development; • You help to identify and select potential mentors within your school [not the university]; • You mentor your mentors so you, too, must exhibit quality mentoring behaviours; • Selection and deselection criteria - agreed by existing SLTs - key aspect of QA procedures. ]

21. Self-Evaluation Criteria Affords you the opportunity to judge your mentor’s strengths and identify any areas where they may require additional support Mentor SLT ULT

22. SLT checklists for QA • Each PT booklet has a checklist for you at the back. • Take this and refer to it for the duration of the placement. • You are responsible for the co-ordination, moderation and organisation of University of Derby’s ITE within your school.

23. Student’s Minimum Entitlement • Weekly Checklist found in each module booklet • 2 appraisals each week (unless B.Ed Y1 or otherwise stipulated) • An agreed weekly meeting (or equivalent thereof) • Discuss progress and identify key target(s) • Review RRP: linked to previous week’s target area(s) • Confirm timetable for the following week • Assessment Phase Reports carried out at the scheduled times • Input from student (self assessment) noted • No surprises! www.derby.ac.uk/ehs

24. The Module Handbook Each Stage of the B.Ed and each Phase of the P.G.C.E. has its own module booklet. • Structured around the whole placement for the respective stage • A clear breakdown of expectations for the mentor and the student - week by week • A checklist for the SLT to have as part of their wider moderating role • Key pro formas to be used e.g. lesson plan www.derby.ac.uk/ehs

25. The Assessment Handbook Assessment Handbooks provide stage specific grading criteria. • Structured around all of the teaching standards • Specific to the student’s stage of development • Criteria to support grading decisions • Criteria can be used to assess current attainment • Criteria can assist target setting • Report formats for Assessment Phase 1, 2 and 3. • Guidance on supporting underperforming students • No other grading criteria to be used to assess attainment www.derby.ac.uk/ehs

26. The Placement File It is important to regard the placement file not as a bureaucratic inconvenience but as a meaningful: • tool for securing effective planning and teaching • store for information about what children have achieved and what they need next • a place to account for and illustrate the student’s own progress and attainment against the standards, particularly in terms of outcomes for children • a developing portfolio of best practice • a statement of values and aspirations As important is the discussion around the file and modelling that dialogue for / with the mentor www.derby.ac.uk/ehs

27. Placement File Expectations • An interactive file glossary is available online via the Reflective Teaching Modules. • It describes and illustrates what is expected at each stage of the programme. • Examples and exemplary materials are available via hyperlinks. • Students are expected to explore the file glossary thoroughly as a preparation for their placement. • In addition, there is a lesson planning resource that breaks down each component of the form with exemplars of varying quality www.derby.ac.uk/ehs

28. Whole School ITE Policy • Rationale • Commitment • Roles and Responsibilities

29. The Culture of Mentoring ‘Where (trainees) are seen as a necessary evil, managed, but not developed, by a professional mentor who is a member of the senior team without either time or recognition for the liaison work necessary, the attitude of the school staff as a whole tends to see the activity as an additional burden, often with limited empathy or support for the training process.’ Glover and Mardle (1996)

30. Food For Thought… ‘Mentoring only flourishes when it’s perceived by senior managers as an important aspect of staff development rather than a tiresome burden to be landed on unwilling and unprepared shoulders.’ (Stephens, 1996)

31. Assessment protocols and processes for practical teaching Briefing for all stakeholders, 2013 www.derby.ac.uk/ehs

32. CONTENT SECTION A – The changing context • The context for change • The Teaching Standards, 2012 SECTION B – Core practices and protocols for assessment • The Assessment Handbook for Practical Teaching, 2012 • Assessment Protocols • Successful lesson observation and feedback. SECTION C – Moderation and Quality Assurance • The role of the ULT and SLT. • Internal and external moderation. • Evaluation across the partnership. SECTION D – The role of the student • The importance of the RRP. • The importance of the Placement File (professional record). . www.derby.ac.uk/ehs

33. SECTION AThe Changing Context www.derby.ac.uk/ehs

34. The context for change - raising expectations for schools • Sir Michael Wilshaw commissioned revisions to the Ofsted School Inspection Framework so that expectations were raised. The new evaluation criteria for school inspections were published in July 2012 and will be in operation from September 2012. • School inspections place even more emphasis on attainment, achievement and progress. The place of contextual factors in making judgements is diminished. The quality of teaching, behaviour and leadership are the main focus. However, all of these are grounded in evaluations of amounts and rates of pupil progress from starting points. • The term ‘satisfactory’ no longer exists and has been replaced by ‘requires improvement.’ • There are no detailed evaluation criteria for ‘requires improvement’ since this is simply conceptualised as ‘not good’ • Changes in vocabulary, foci and expectations has also impacted on the framework for inspections of providers of Initial Teacher Training www.derby.ac.uk/ehs

35. The context for change: raising expectations for Initial Teacher Education (ITE) • For completing students, grade 3 still results in the award of QTS. • Providers cannot be awarded an inspection outcome of ‘good’ (grade 2) or ‘outstanding’ (grade 1) if any of their trainees emerge from training attaining grade 3 (aside from a very small and explicable percentage). • Providers are most likely to be allocated training places if the outcome of an inspection is ‘outstanding’ with this being least likely if the outcome is ‘requires improvement.’ www.derby.ac.uk/ehs

36. The Teaching Standards, 2012 - Part Two of the teaching standards These emphasise personal and professional conduct replace the GTCE code of conduct. For example: ‘Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: • treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position • having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions • showing tolerance of and respect for the rights of others’ www.derby.ac.uk/ehs

37. Section BCore Protocols And Processes For Assessment www.derby.ac.uk/ehs

38. Grading vocabulary across all cohortsAssessment of grades can only be made using the stage specific criteria contained in Assessment Handbooks for Practical Teaching.No other assessment criteria can be used. www.derby.ac.uk/ehs

39. Raising expectations of performance A grade 3 outcome has been reconceptualised as underperformance across the education sector. For an NQT, the grade 3 descriptor ‘requires improvement’ does not have employability-friendly status. Hence, school based and university based interventions will be triggered by grade 3 and grade 4 outcomes whether these are predicted or actual. Supplementary guidance on awarding grade 3 is found in each Reflective Teaching handbook. www.derby.ac.uk/ehs

40. Maximising the number of students attaining a placement attainment outcome that is at least ‘good’ PREDICTED GRADES ACTUAL GRADES At three points in the placement, Mentors are asked to assess actual level of attainment against all 8 Teaching Standards. The targets set should support movement towards a final attainment grade that is at least good. At two points in the placement, Mentors are asked to predict likely attainment outcomes so that where this prediction is a grade 3 or a grade 4, school based and university based interventions can secure an outcome that is at least good. www.derby.ac.uk/ehs

41. Assessment Phases during Practical Teaching Assessment Phase 1 Assessment Phase 1 usually comprises the first two or three weeks of the placement. This period is know as the orientation period. The AP1 report is written at the end of the Assessment Phase 1 and is in two parts ASSESSMENT PHASE 1 (AP1) REPORT – PART ONE Assessment of Attainment at the end of Orientation ASSESSMENT PHASE 1 (AP1) REPORT – PART TWO Planning Confirmation Day – Readiness for Placement www.derby.ac.uk/ehs

42. AP1 Reports AP1 (Part 1) Report – Assessment of attainment at the end of orientation • Usually at the end of the orientation period. • Indicative actual attainment grades against all 8 teaching standards and actual overall attainment grade at the end of AP1. • A predicted overall attainment grade for the end of Assessment Phase 2 (AP2). • Commentary on strengths. • Priority targets for development to support movement towards a final outcome that is at least ‘good’. • Where any grade is 4 or where the predicted grade is 3 or 4, the ULT is informed by the SLT via the placements office. Derived from on going, formative assessment (e.g. appraisals, RRP) Grading decisions supported only by stage specific criteria. www.derby.ac.uk/ehs

43. AP1 Report AP1 (Part 2) Report - Planning Confirmation Day Readiness for Placement • A check that the placement file meets expectations. • A check that the student is sufficiently prepared for the placement. • Confirmation that previous summative reports and the students’ action planner have been seen. • Confirmation that their professional conduct is commensurate with Part Two of the teaching standards. • Setting of targets for further development for the file. • Where students are not sufficiently prepared, ensuring that the SLT informs the ULT via the placement office. www.derby.ac.uk/ehs

44. AP2 Report • A more detailed analysis of the students’ areas of strength and/or competence • Actual attainment grades against all 8 Teaching Standards and actual overall attainment grade for end of AP2. • Confirmation that the student has conducted themselves in ways commensurate with Part Two of the Teaching Standards (Personal and Professional Conduct) • Predicted overall attainment grade for the end of AP3 • Targets that will secure movement towards at least grade 2 by the end of the placement (or grade 1 in cases where grade 2 is already attained). Derived from on going, formative assessment (e.g. appraisals, RRP) Grading decisions supported only by stage specific criteria. www.derby.ac.uk/ehs

45. Assessment Phase 3 Report Assessment Phase 3 usually comprises the final 3 or 4 weeks of the block. It is the period during which all students should be progressing towards an attainment outcome that is at least ‘good’ for their stage. The AP3 Report is usually completed on final day of placement. • General comment on student’s progress. • Comment from teaching assistants on their experience of working with the student. • Record of days missed/made up. • Confirmation that school based tasks have been completed. • Confirmation that student conduct has been commensurate with Part Two of the Teaching Standards (personal and professional conduct). • Actual attainment grade for all 8 Teaching Standards with commentary on achievements and targets for future development. • Additional comment on Early mathematics and SSP/Early Reading. www.derby.ac.uk/ehs

46. www.derby.ac.uk/ehs

47. Appraisals • Usually 2 appraisals per week. • The focus should be agreed beforehand. • Can be based on observed teaching or on other aspects of professional development (e.g. teamwork). • Mainly provided by the mentor but should be supported by the ULT, SLT and subject specialists. • Areas of strength/competence and areas for development should be clearly described with reference to the Teaching Standards. • Where there are instances of underperformance terms such as ‘requires improvement’ or ‘inadequate’ should be used. • SMART targets should be designed to secure continued progress with a review date. • All parties should sign and date the appraisal. The appraisal must make reference to the impact of the student’s practice on outcomes for children and should include subject specific targets. www.derby.ac.uk/ehs

48. The Assessment Handbook Assessment Handbooks provide stage specific grading criteria. • Structured around all of the teaching standards • Specific to the student’s stage of development • Criteria to support grading decisions • Criteria can be used to assess current attainment • Criteria can assist target setting • Report formats for Assessment Phase 1, 2 and 3. • Guidance on supporting underperforming students • No other grading criteria to be used to assess attainment www.derby.ac.uk/ehs

49. Criteria for completing students • Present in all Assessment Handbooks. • Can only be used to grade completing students. • Can inform target setting for students at other stages and the induction year. • Criteria include direct quotations from Ofsted evaluation criteria for school inspections www.derby.ac.uk/ehs

50. Extract from Assessment Handbook for Completing Students www.derby.ac.uk/ehs