PGCE Full-time SE3 Briefing March 2013 Aims • Be aware of the expectations of SE3 • Understand what is expected of you during the block experience • Understand the documentation and how to use it Block School Experience 2013 7 weeks Monday 29th April to Friday 21st June Half-term May 27th-May 31st Interim reports due on Friday May 10th and Friday May 24th (via STASS) Detailed Expectations for The Block Experience • EYFS placement on pages 3-7 • KS1/2 placement on pages 8-12 of the handbook • For each day, the role of the student teacher and the role of the class teacher or mentor is outlined General Weekly Expectations From Week 4 Role of Student teacher Role of Class teacher or Mentor • Manage the class 80% of the time • Ensure F,D&S profile is annotated as appropriate • Complete weekly plans for following week • Plan for 10% CPD time • Complete Reflective Learning Journal – this should evidence your engagement with issues that have arisen • Trained mentor to undertake weekly appraisal • Read reflective Learning Journal from previous week • Check all files • Annotate and sign off standards from FD&S profile where evidenced • Ensure trainee’s planned CPD time is appropriate and supported/ enabled Further clarification of your role • Weeks 1-3 60/70% teaching, 10% CPD, 10% PPA Additional time to spent in observation or supporting the teacher • From week 5 You are expected to take on the class teacher’s role in leading team planning meetings The M&A Audit file Please refer back to all relevant university lectures to complete this. Your ability to complete the sections: • Assessment for Learning • Assessment of Learning • Statutory Requirements is informed by your understanding of the relevant standards. These sections will contain material which will allow you to answer the M&A questions set out in the Handbook. The Appraisal - Be Pro-active Ideal scenario • Appraisals are arranged at weekly intervals at start of block (6 in total including the exit appraisal) • Student teacher prepares all paperwork for each appraisal • ALL files are out and available – the mentor should not need to ask for them • Mentor looks at all files as part of appraisal, adds notes of guidance, signs reflective learning journal and returns to student teacher • The mentor follows YSJU mentor guidance on carrying out the appraisal Appraisal Checklist for Mentors and Link Tutors Before an appraisal the student teacher should give to the mentor and/ or link tutor: • The relevant appraisal pro-forma with the target(s) from their previous appraisal; • A copy of their session plan • Any relevant resources • A copy of any written assessment they are carrying out with the children Appraisal Checklist for Mentors and Link Tutors Before an appraisal the mentor/ link tutor should: • Discuss the session plan with the student teacher, the relevant contextual information and the target(s) for this appraisal, ensuring that these are recorded on the appraisal form • Arrange a time when s/he plans to have the Reflective Discussion after the lesson • N.B. All standards have to be met again on this SE • Students should collect 3-5 pieces of evidence Appraisal Checklist for Mentors and Link Tutors During the appraisal the mentor/ link tutor should: • Compete the relevant appraisal proforma, highlighting the grading statements which match what is observed; • Write some formative comments and areas to ‘think about’; • Ensure there is a comment on planning, this is essential in the first 3 appraisals if the student is to move to revised planning thereafter Appraisal Checklist for Mentors and Link Tutors After the appraisal the mentor/ link tutor should give themself and the student teacher some respite then: • Find an appropriate place to discuss the lesson; • Discussion is a two-way process – record the student teacher’s and his/her comments on the Record of Discussion • Agree if target(s) have been met and set target(s) for the next appraisal; • Both sign the Record of Discussion • Sign off standards which have been met through this appraisal in the Formative, Diagnostic and Summative profile; • Give the student teacher a copy of the Record of Discussion and the appraisal proforma as soon as possible after the discussion Grading guidance • Appendix 4 of the SE3 Handbook explains how to use the Teaching Standards to inform PGCE grading. • This should be used for Interim reports and the final report. • Judgements should take into account the context of the setting and whether there has been opportunity to demonstrate the expected standards. The Exit Appraisal • This is normally conducted by the Link Tutor with Mentor involvement as a quality assurance process. • The exit interview questions are on p 35 of the handbook. • Please prepare for this fully, using information from the handbook. • If you or your mentor are unsure about any aspects of this process please contact your Link Tutor. Dealing with problems • Mentors are requested to use the Additional Targets Proforma (p18 of generic handbook) if they have concerns that a student teacher is not progressing appropriately towards achieving a successful placement • They are to identify on this proforma specific targets to be met by a specified date (usually a week) and are to indicate the specific strategies by which these targets will be gained. • If these targets are not met the Link Tutor will normally come into school to carry out a shared appraisal. External Examiner Visits • A small number of student teachers will be visited by an External Examiner in order to look at standards and practice. This is part of quality assurance procedures. • This has no impact on your grading Appendix 1 and 3 • Appendix 1 Personalised learning (p. 31) This, when completed, forms part of section 2 of the M&A Audit File • Appendix 3 Equal Opportunities school-based task (p.44) These are explained fully in the Handbook This is a reminder that they are there!! Any Questions?