slide1 n.
Skip this Video
Loading SlideShow in 5 Seconds..
B.Ed Y1 Mentor Training & Development Meeting PowerPoint Presentation
Download Presentation
B.Ed Y1 Mentor Training & Development Meeting

B.Ed Y1 Mentor Training & Development Meeting

108 Vues Download Presentation
Télécharger la présentation

B.Ed Y1 Mentor Training & Development Meeting

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. B.Ed Y1 Mentor Training & Development Meeting • October/November 2013

  2. BEd Y1 Stage Tutor Jane Hart 01332 591352

  3. ITE Partnership • USERNAME: primary • PASSWORD: w2eb415log • Direct email addresses & telephone numbers • All PT documentation • Exemplar Materials • Dates for Your Diary • FAQs • Photo Gallery

  4. Extracts from External Examiners’ Report (2013) ‘Students were frequently described (by mentors) as showing ‘initiative’, ‘engagement’ and being ‘very hardworking’ and ‘well prepared’. The calibre of student was felt to be high.’ ‘Complete dedication of the team who have maintained, in the midst of considerable challenge and change this year, coherence, clarity, cohesion and quality in the provision that the University of Derby provides.’

  5. All day process Basic skills test Tours presentation Group interview: 3 questions with discussion and creative thinking task 1 to 1 time and feedback Who is offered a place? Intake: 300 points & min. 6 GCSEs Experience in schools/with children Awareness of recent developments and the primary curriculum Realistic but enthusiastic view of the qualities required to be an effective teacher Independence, use of language & interpersonal skills The Interview Process QTS skills passed as a prerequisite of joining the course

  6. B.Ed Year 1 student: a portrait

  7. EYFS Settings Now in our third year! • Fantastic opportunity for the Partnership to fully access the skilled practice of early year teachers • Clearly establishes the importance of play! • Allows all of our BEd yr1 students to gain a very valuable insight into child development linking (beautifully!) to this identified focus in their yr1 studies • Facilitates students’ developing understanding of observational techniques and assessment strategies found in the Early Years

  8. 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.

  9. 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

  10. Module Booklet • Induction Day: Monday 11th November SLT Checklist & Health & Safety checklist • 3 Orientation Weeks: w/c 11th & 25th November & 20th January • Planning Day& AP1 (part 1): Friday 24th January • AP1 (part 2): Mon 3rd February • 4 Week Block Practice • AP2: Friday 27th February • 2 Reorientation Days: 7th & 8th May • Planning Day 2: 9th May • Fortnight Block: w/c 12th & 19th May • AP3: Friday 23rd May

  11. The Yr1 Student Theyneed and value your input to ensure that they are making best progress however… They should become increasingly proactive through the placement to drive their development They should demonstrate: • Clear understanding of the expectations for Yr1 students, informed by the ‘Good profile’ and the graded portraits within the Assessment Handbook • Increasing confidence to identify T standards to be developed informed by self audits, appraisals and student/mentor dialogue • Regular engagement with their RRP • Reflection on and evaluation of taught sessions

  12. Observations • Students carry out focused observations throughout their placement • Mentor • EYFS Team • SLT • Subject Co-ordinators • ASTs • Paired student • Always an agreed focus to maximise the learning potential offered by the experience • Opportunity for student to ask questions and discuss their thoughts about the observation • Whilst placed in Reception it is important for each student to observe practice in KS1 and, if possible, KS2

  13. Reflection Key elements: Orientation wk 1: Journal Orientation wk 2 onwards: RRP • To engage with it – working document • Chronological entries (for each standard) on a frequent basis • A brief context but with a focus on reflection to explore the IMPACT on their progression and on outcomes for pupils • Range of evidence to support their journey • SMART Targets – TIME RELATED • Revisit date (Cyclical process)

  14. The Record of Reflective Practice (RRP) Students should use the RRP meaningfully to: • Reflect upon (and not describe) their professional learning, particularly in terms of impact on pupils. • Design SMART targets (informed by appraisals, informal feedback and self-evaluation) that will support progressive attainment of the Teaching Standards and evaluate their progress towards these. • Note sources of evidence for the attainment they confirm in their RRP. • Refer to their RRP during discussions of progress and assessment. Ideally colleagues should invite students to refer to the RRP in weekly progress meetings and when writing reports at the end of assessment phases (AP2 and 3)

  15. Practical Teaching File Guidance on PT File (p38) • The Placement Context • Sequences of Learning and Teaching • Professionalism and Professional Development • Informs your judgements at Planning Confirmation (AP1 part2) • Student should develop and maintain throughout placement • Appropriate focus of appraisal(s) particularly before AP2 • On line exemplars within the interactive glossary

  16. The Placement File It is important that students see the file 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 their 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 It is not an instrument of torture!

  17. 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.

  18. School Based Tasks • Module leaders provide students with the necessary information - you facilitate tasks and discuss outcomes • Part of the weekly meeting discussion- opportunity for professional dialogue and collaborative reflection • Students must plan them in and complete them during their placement!

  19. School Based Task For RT Observations of 2 Profile Children in a range of contexts • These observations inform their Assessed Presentation in December • In University sessions the students have explored child development in 2 lead lectures and 2 workshops • They have been advised to extend their knowledge of this area through their own wider reading (supported by a reading list for the module) • The 10minute presentation requires the student to evidence their knowledge and understanding of child development and to evidence their ability to link theory to practice through an informed discussion of the 2 profile children • Please help each student to identify 2 profile children by 12.11.13

  20. Student’s Minimum Entitlement • 2 appraisals each week • An agreed weekly meeting • 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!

  21. Appraisals • Usually 1 appraisal per week. • The focus should be agreed beforehand. • Can be based on observed teaching or on other aspects of professional development (e.g. teamwork, their PT file). • Mainly provided by the mentor but supported by ULT and possibly other staff • 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 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 will include subject specific targets.

  22. Weekly Progress Checklist • The students are responsible for maintaining this record of their minimum entitlement • A weekly meeting with focused discussion, closely linked to T Standards, is required to • Confirm teaching commitments • Agree focus of appraisal • Identify Key Target Area • Support reflective practice through focus on RRP

  23. Induction Day How to make the day a success! Your ideas? • Consider your placement context. What challenges and opportunities does it offer? • With your SLT agree a timetable for the day • Prepare a class list and, if possible, a data set • Students’ names on door • Time in the classroom, time to tour the school • Explore the catchment area?

  24. Orientation Weeks Students must be proactive – these weeks are vital to a successful placement • Compile class data and assessment information so they have a sound understanding of the needs of the class • Identify 2 Profile children & carry out SBT for this module (p31 & 33) • Carry out focused observations to support their knowledge & understanding of the pupils, class routines/systems and develop awareness of best practice • Gather copies of school’s systems for planning, relevant resources and other pertinent information to support their planning for Orientation wk3 onward • Support groups of children, within mentor’s own planning • Whole class interactions e.g. register, circle time, story time ULT will make a school visit w/c 18th or 25th November

  25. Orientation Weeks Students must evidence their actions by completing • Pupil Needs Audit • Context for Learning and Teaching (p43) • Positive Behaviour Plan • SBT for Reflective Teaching Module • Summary of Key policies Throughout the placement they must maintain • Journal/RRP • PT File (Guidance on p38) • Records of observations • Weekly Progress Checklist (p40) • Record of Professional Engagement in School(p41-2) • Professional Development Timetable

  26. Planning in Orientation Orientation Week 1 & 2 • Students work from your planning (paper copy/ discussion) and transfer to the University planning proforma Orientation Week 3 (January) • Students continue to transfer your planning to the University planning proforma • Students plan, teach & evaluate 2 or 3 different group sessions

  27. Planning in Block Block Week 1 • Students continue to transfer your planning to the University proforma • Students plan, teach & evaluate at least 3 different group sessions in Mathematics &/or CLL/L Block Week 2 • Students plan, teach & evaluate at least 5 different group sessions in Mathematics &/or CLL/L Block Week 3 & 4 • Students plan, teach & evaluate at least 6 differentgroup sessions in Mathematics &/or CLL and one other area of learning

  28. Assessment Phase 1 Assessment Phase 1 comprises the orientation weeks 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

  29. AP1 (Part 1) Report – Assessment of attainment at the end of orientation • 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.

  30. AP1 (Part 2) Report - Planning Confirmation Day • A check that the placement file meets expectations. • A check that the student is sufficiently prepared for the placement. • Confirmation that their professional conduct is commensurate with Part Two of the teaching standards. • Setting of targets for further development of the file. • Where students are not sufficiently prepared, please ensure that your SLT informs the ULT via the placement office.

  31. Main Block The module booklet contains • detailed information on the range, variety and % teaching requirements for each week of the main block. • Clear explanations of student and mentor ‘tasks’ However • Opportunity for personalised response to student need • Contextual factors are recognised Please remember students are undertaking their first PT!

  32. ULT Moderating Visits w/c 10th or 24th February • The ULT will observe the student working with a group for a session they have planned. • Grading judgements will be discussed and moderated through discussion with the mentor. • Following discussion the ULT will complete the appraisal. • The ULT will support the feedback and reflection process. • A file audit will take place. • A quality audit will take place. • The ULT will provide advice and support for the mentor.

  33. AP2 Report • A more detailed analysis of the student’s 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.

  34. Placement Fortnight (p19-21) • Includes 2 reorientation days and a further planning day • Offers a range of whole class experiences, including solo and shared teaching opportunities • Develops Teacher role: making independent decisions – bridging BEd yr1 - BEd yr2 placement • Looking outward: shift of focus from ‘self’ to ‘individual children and their needs’ • Developing critical viewpoints

  35. Student attainment and pupil progress Grading criteria make reference to outcomes for children. Grading decisions must be informed by evidence of ; • the students’ impact on the children’s well-being. • amounts and rates of children’s progress However, it is important to consider this fairly and realistically in the context of: • The on-going progress of the children • The on-going practices within the school • The context of the school/class • The students’ stage of training • The length of the placement

  36. Levels of student attainment and pupil progress • BEd yr1s are unlikely to bring about significant changes in attainment over their placement period since there is not enough time. • The impact of their practice on pupils cannot be judged with reference to national benchmarks. • However, BEd yr1s can show pupil progress against objectives in lesson plans. • Student teachers can also illustrate achievement in its wider sense. • The priority is for BEd yr1s to begin to develop a systematic assessment and planning routine that helps this to come to fruition and be evidenced.

  37. Assessment Phase 3 Report Assessment Phase 3 comprises the final 2 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 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 reading.

  38. Evaluations of placement by students Students complete an online evaluation of their placement, grading the following 10 areas on a scale of 1 (outstanding) to 4 (poor) • Arrangements for Induction • Health and Safety • Effective mentoring • Materials, resources and opportunities • Guidance and feedback • Life of the school • Moderation • Quality of written assessment • ULT role • Diverse opportunities to achieve the standards.

  39. Typical student comments for placements rated as good or better • Induction day was well organised. • I felt like a welcome and included member of the teaching team. • I felt valued. • The mentoring style balanced strong support with freedom to learn from mistakes, to experiment and to be creative. • I was valued. • Feedback was clear and fair with manageable targets. • Strengths as well as weaknesses were noted in feedback. • The mentor had time for me and knew what was expected. • I gained support and useful feedback from colleagues in addition to my mentor. • I was graded fairly with reference to university criteria.

  40. Typical student comments for placements rated less than good • Induction day was not well organised • The mentor did not understand what was expected. • The mentor did not spend time with me and seemed very pressured. • The mentor told me on the first day that she did not ask for a 2nd year student. • A job share situation made communication difficult. • Feedback focussed exclusively on the negative. • The mentor would not award good or outstanding grades even though I had achieved the criteria because he felt that a student teacher couldn’t be ‘good’ • The mentor did not use the university criteria. • There was no space to learn from failure. • There was no space to be creative.

  41. Student Evaluations 2012 - 13 There is a strong trend towards outstanding overall and in the majority of the specific aspects (e.g. quality of written feedback).

  42. Feedback from last year’s BEd yr1s • My mentor is without a doubt the most inspirational, motivated and passionate teacher I have worked with. Her drive has helped me see what a difference can be made if you put in the effort. • My mentor let me develop at my own pace, whilst still giving me the push I sometimes needed to get past concerns/barriers. Guidance in the module booklet was followed, but with extra experiences offered if I felt confident enough, such as phonics/readers. If I was unsure, my mentor would help me to build up to feeling confident enough to have a go. The balance was just right. My mentor was prepared to observe my teaching or help me with any lesson or planning that I was struggling with, and I felt fully supported which was brilliant!

  43. Partnership The agreed purpose of partnership arrangements is to provide an appropriate learning environment and forum for continued personal and professional development whilst supporting students in their training and teachers in schools. The ultimate aim of this partnership is to continue to improve the quality of children's educational experiences and the professional development of teachers, students and tutors in school and the University.