School Direct School Experience Handbook
‘Second School’ Placement
Linwood
Spring Term 2016
_______________________________________
Contact details
PGCE Primary Programme
Leader/ School Direct
Primary Route Manager
School Direct Programme
Administrator
Paul Key
paul.key@winchester.ac.uk
Jeanette Benn
jeanette.benn@winchester.ac.uk
The vision of the School Direct programme, consistent with all our ITE provision, is to nurture teachers with
clear and informed professional identities who are:
a) Reflective practitioners who acknowledge the complexity of their role.
b) Confident and creative thinkers who are at the forefront of innovative practice.
c) Open-minded, curious and willing to engage with different perspectives.
d) Motivated, enthusiastic and responsive to the needs of pupils.
e) Knowledgeable professionals equipped with skills to make informed decisions.
f) Lifelong learners who work flexibly within professional communities.
Learning outcomes
In broad terms, the assessed school placement requires students to:
• Know the structure and requirements of the National Curriculum as they relate to teaching in KS1
& KS2.
• Be able to plan, teach, assess and evaluate lessons meeting the level of practice expected of
teachers in the Teachers’ Standards (DfE 2012).
• Identify professional strengths and areas for development.
In addition, improve skills in:
-
teaching early reading/phonics
teaching spelling, punctuation and grammar
teaching mathematics
teaching PE
promoting and managing good behaviour
meeting the needs of children with special educational needs
accurate assessment; high-quality oral and written feedback.
Personal and professional conduct
A key feature of student development is in the area of personal and professional conduct:
Teachers make the education of their pupils their first concern, and are accountable for achieving the
highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong
subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge
positive professional relationships; and work with parents in the best interests of their pupils.
(Teachers’ Standards, DfE 2012)
Underpinning personal and professional conduct are Teachers’ Standards 1-8 and PART TWO:
Personal and Professional Conduct. Collectively they provide a benchmark for individual attributes
desirable of a student teacher.
Assessment
Students must achieve an overall Minimum or better pass grade. To help inform this overall
judgement it is expected that students will be formally observed teaching during each week of the
placement. In addition, the following will also contribute as evidence towards evaluating the quality
of teaching and classroom practice: lesson plans, teaching resources, self-evaluations, records of
children’s progress and review meetings with teacher tutors.
The following forms will be used to record progress, and are appended to this document:
Lesson Observation Form
(Appendix 1)
Evaluation of my Weekly Learning
(Appendix 2)
End of Placement Report
(Appendix 3)
One to be completed at each observation by the
teacher tutor.
This review form should be completed by the
student prior to their meeting with the teacher tutor
and used to reflect on progress towards the
standards. This is used to inform the review
meeting, and to enable targets for progress to be set
and met.
This form is completed at the end or approaching
the end of the placement. The report incorporates a
grading against each standard.
Student Progress and Cause for Concern
A ‘cause for concern’ regarding student progress against the Teachers’ Standards (DfE, 2012) is
indicative of a standard of teaching and/or professional attributes below that expected of the
placement. The Cause for Concern guidance sets out the action to deal with this situation. This
guidance is available on Canvas.
Attendance and Absence – information for students
Students are expected to attend school throughout the day whether or not specific lessons are being
taken. If the need for temporary absence arises during the day then your teacher tutor must be
consulted and their permission obtained.
Procedures to follow if absent – if you cannot attend on a particular day, for example because of
illness, you should follow these procedures:
1. inform the school and your teacher tutor by 8.00am at the latest by telephone and where possible
by e-mail marked urgent.
2. if your absence is longer than two days telephone or email Jeanette Benn.
Returning after illness. You must use your own professional judgement over length of absence from
school. You should not return to school unless you are fit to do so, if in doubt, you should consult
your teacher tutor or doctor for guidance.
Prolonged absence from school – If a student’s cumulative absence across the placement exceeds
five days then additional days in school may be required. Final assessment may deferred until these
days have been completed.
School Experience File
Students are required to maintain a school experience file. The file is used to show evidence of
planning, the quality of teaching, assessment of children’s learning and development, and the ability
to evaluate the impact of teaching. It is expected that evidence from the file will be used to inform
the process of completing weekly reviews and setting targets. The file must be kept until the end of
the course for possible scrutiny by the external examiner and for moderation purposes. The
placement file must be set out as follows:
Section 1: Review point 1 SWOT analysis and action plan; initial progress report from the autumn
term; DBS letter provided by the University of Winchester.
Section 2: Weekly reviews and lesson observations arranged in chronological order.
Section 3: Please read and note the implications (highlight key points) regarding the school’s policies
on the following:
1. Race equality and racial harassment
2. Equal opportunities
3. Bullying
4. Appropriate restraining of pupils
5. Behaviour management – Behaviour Management Policy; rewards and sanctions; referral of pupils
if need arises
6. Health and Safety – Safety issues (work/play areas, equipment, PE apparatus); emergency
procedures for fire, illness, accidents; procedures for field trips and outings; the school’s e-safety or
internet safety policy
7. Child Protection Policy and procedures.
Section 4: Achievement and assessment: school termly tracking data; details of grouping
arrangements; information about key groups of children: pupil premium, special educational needs,
EAL, gifted and talented; student assessment of children during placement using the schools tracking
system.
Section 5: School long term plans; school and student medium term plans; school and student
weekly/daily planning, and associated evaluations of taught lessons.
Placement Outline Requirements
Phase
Week
Teaching %:
PPA %
Student Teacher: Practice Focus
Induction
phase
1
40:60
Developmental
phase
2
50:50
Developmental
phase
3
60:40
Consolidation
phase
4
60:40
Discuss Review Point and your initial progress report from the autumn term. Identify
targets for this placement.
Observe and assist the teacher tutor. Focus observations on: teaching and learning
styles, behaviour management strategies, classroom organisation and how the teacher
interests and motivates the children.
Read the school behaviour policy. Observe your class and the teacher tutor. Make sure
you know the fine grading of rewards and sanctions and your school’s expectations of
behaviour.
Gather summative assessment data: school termly tracking data; details of grouping
arrangements; information about key groups of children: pupil premium, special
educational needs, EAL, gifted and talented
Team teach with your teacher tutor.
Get to know the children in your class.
KS1 placement only – plan, teach and assess a series of phonics lesson(s) and/or SPaG.
KS2 placement only – plan, teach and assess a series of SPaG lesson(s).
Plan and teach part of a mathematics lesson.
Review support and teaching approaches for children with special educational needs.
Team teach with your teacher tutor.
Participate in a full range of school activities e.g. planning, staff meetings, INSET, special
events, parent’s evenings.
Plan, teach and assess a series of English and mathematics lessons.
Focus on planning for AfL: sharing the bigger picture; questioning; peer and selfassessment; feedback marking.
Participate in a full range of school activities e.g. planning, staff meetings, INSET, special
events, parent’s evenings.
Plan, teach and assess a series of English and mathematics lessons.
Plan, teach and assess across a range of subjects – history or geography, ICT, art or design
technology, performing arts and religious education.
Plan and teach a PE lesson.
Teacher Tutor:
mentoring and coaching
focus
Guiding through systems,
procedures and policies
Weekly review
Weekly lesson
observation – behaviour
management/classroom
organisation
Modelling practice
Weekly review
Weekly lesson
observation – phonics or
SPaG
Modelling practice
Weekly review
Weekly lesson
observation - English
Observing and coaching
Weekly review
Consolidation
phase
5
60:40
Enrichment
phase
6
60:40
Observe/team teach in other year groups.
Participate in a full range of school activities e.g. planning, staff meetings, INSET, special
events, parent’s evenings.
Plan, teach and assess a series of science lessons. Annotate your lesson plan(s) to show
you made effective provision for EAL children.
Plan and teach a PE lesson.
Plan, teach and assess across a range of subjects – e.g. history, geography, ICT, art, design
technology, music, performing arts and religious education.
Participate in a full range of school activities e.g. planning, staff meetings, INSET, special
events, parent’s evenings.
Choose a foundation subject that you are less confident teaching or have no experience
in. Plan and teach a lesson(s).
Review assessment and reporting arrangements in the school. Assess pupil progress in
English and mathematics: work scrutiny to identify individual strengths and weaknesses;
update the school’s tracking system with summative data.
Participate in a full range of school activities e.g. planning, staff meetings, INSET, special
events, parent’s evenings.
Discuss end of placement report and identify targets for next placement.
Weekly lesson
observation mathematics
Observing and coaching
Weekly review
Weekly lesson
observation - PE
Facilitating
Weekly review
Weekly lesson
observation
Write end of placement
report
Notes
PPA: planning, preparation and assessment time. The aim of this allocation of time is to encourage collaborative professional activity in the preparation of
high quality lessons, and the opportunity to learn from observing good and outstanding practice.
Teaching: During the placement students are expected to take a greater proportion of whole class teaching. Teaching includes: initial work with groups,
team teaching and whole class teaching.
Planning: Students are expected to plan for progression across the age and ability range within the class. They are expected to use school planning formats.
Assessment: Students are expected to produce good evidence of achievement and to become familiar with school assessment practice. This normally
includes: developing a range of AfL strategies; providing feedback in line with schools marking policy; monitoring the progress of key groups of pupils;
becoming familiar with how the school uses data to monitor progress and plan subsequent lessons. They are expected to use school assessment formats
and systems.
The end of placement report must be sent to Steve Mason at Linwood and to the University by 23rd March 2016. (School.Direct@winchester.ac.uk)
Appendix 1
SD Lesson Observation Form
Student:
School:
Class/Year
Class/Group/Other
Lesson/ Subject:
Observed by: TT/UT/Other:
Date:
Observations and notes - reference must be made to Teachers’ Standards:
1.) Set high expectations which inspire, motivate and
5.) Adapt teaching to respond to the strengths and needs of all pupils
challenge pupils
2.) Promote good progress and outcomes by pupils
6.) Make accurate and productive use of assessment
3.) Demonstrate good subject and curriculum knowledge
7.) Manage behaviour effectively to ensure a good and safe learning
environment
4.) Plan and teach well-structured lessons
8.) Fulfil wider professional responsibilities
Plus Personal and Professional Conduct
Evidence of (please tick):
Early
Reading
Maths
Behaviour
SEN
EAL
Summary of lesson
Impact of lesson on pupil progress
Very good progress
Good progress
Satisfactory progress
Progress not made
Student’s progression against previous targets
Areas for development
Overall grade (circle)
High
Good
Minimum (but Requires Improvement)
In light of this Observation and wider discussion
with colleagues in school, does this student have
any areas where he/she is not making the
expected progress at this point?
Fail
Yes
No
Standard
(if YES is circled please inform Partnership Office)
1
2
3
4
5
6
7
8
Signed:
TT / UT / Other (please state)
Signed:
Student must sign this in the presence of the Teacher Tutor or University Tutor
Appendix2
Evaluation of my Weekly Learning: Week _
Children
What went well?
How do I know it
went well?
What did I do to
enable this learning
to happen?
What was less
successful?
What evidence am I
using to support my
evaluation?
What am I going to
do next?
You
Professional Discussion Summary: Student and Teacher Tutor Week _
Successes and Progress
Target for Development
Were concerns raised/ identified with
the student?
YES
NO
Appendix 3
Second School End of Placement Report
Student:
School:
Teacher Tutor:
Year Group:
University Tutor:
Recommended High Level Pass
Final Grade:
Good Level Pass
Minimum Level Pass
Not Met Minimum
(but Requires Improvement) (Fail)
(please tick)
For each standard please indicate (using the boxes provided) which level the student is achieving.
A final overall grade should then be indicated on the front cover.
Guidance Notes
The Progress Reports of the University of Winchester Partnership will assess trainees against the standards in a way that is consistent with what could
reasonably be expected of a trainee teacher prior to the award of Qualified Teacher Status (QTS).
High
Students are awarded a high level grade when they exceed the minimum level of practice defined in the Teachers’ Standards. Teaching is consistently good
and better.
Best Fit: Achievement against the standards indicates at least five ‘High’ grades and no ‘Minimum’ grades.*
Good
Students are awarded a good level grade when they exceed the minimum level of practice defined in the Teachers’ Standards. Teaching is predominantly
good.
Best Fit: Achievement against the standards indicates at least four ‘Good’ grades and evidence of excellent practice in some of the standards. Individual
review if any ‘Minimum’ grades.*
Minimum (Requires Improvement)
Students are awarded a minimum level grade when they meet the minimum level of practice defined in the Teachers’ Standards. However teaching
requires improvement as it is not yet predominantly good.
Best Fit: Achievement against the standards indicates mostly ‘Minimum’ and no standards judged to be ‘Fail’.
If a student is identified as working at a ‘Minimum’ level, immediate intervention including sharply focused targets must be agreed and recorded.*
Borderline cases to be reviewed by the University of Winchester Partnership, taking into account all accompanying documentation.
High Level
Good Level
Minimum Level
(requires improvement)
High enthusiasm. Learners constantly
encouraged. Highly conducive learning
environment. Consistent high expectations.
High mutual respect. Very effective learning
promoted.
8 Professionalism.
Total responsibility. Proactive
self developer. Communicate
very effectively. Deploy staff
very effectively. Strong
professional relations.
Contribute significantly to
school life.
Responsible. Self
developer.
Communicate
effectively. Deploy
staff effectively.
Good professional
relations.
Contribute to
school life.
Report to parents.
Recognise communication
needs. Seek advice and
feedback. Direct support
staff. Effective relations.
Support school ethos.
7 Behaviour mgt.
Manage pupil behaviour
with ease. Understand and
deploy a range of
strategies. Consistently
high expectations and
adaptability to changing or
developing circumstance.
6 Assessment
Confidently, accurately
and effectively: - assess
progress against
benchmarks; Use
assessment to monitor
progress; Check learner
understanding; Intervene
as necessary; Support
independent learner
progress.
Consistently high
expectations. Seek
colleague support as
needed. Effectively
manage behaviour and
apply rules and
routines, within the
school framework.
Effectively:- assess
progress against
benchmarks; Use
formative and
summative
assessment; Keep
records and target
T&L; Monitor
progress; Give oral
and written feedback
that enhances
learning.
1 Expectations.
Aware of:- High
expectations. Barriers
to learning. Range of
BM strategies. Rules
and routines. School
framework.
Secure:- assessments
against benchmarks; use of
formative and summative
assessment; Evaluations of
impact and progress;
monitoring of progress;
record keeping for
individuals and groups;
marking and oral feedback.
Reliable. Most learners
enthused to learn. Promote
good learning behaviour. High
expectations. Positive learning
environment
Consistently model good
CT behaviour. Show
enthusiasm. Expectations
and aspirations for
learners. Engage all
pupils. Learning valued.
Supporting Progress: Meeting and
Exceeding the Teachers’ Standards
Know all chn in class well. Plan
for different needs. Know
barriers to learning. Child
development. Diversity &
individual needs, inc
EAL/SEND. Evaluates impact.
Consistently adapt planning to needs of
learners. Evaluate impact of T&L on
progression. Deal with any barriers to
learning effectively. Targeted
interventions. Deploy staff effectively.
Quick and accurate judgement on T&L needs of
children. Proactive differentiation and
intervention. Selects appropriate T&L strategies
and effectively evaluates impact.
5 Adapt teaching
2 Progress and outcomes
Understand:teacher
accountability; pupil
progress over time;
how to support
learners; formative
assessment;
independent
learning.
Satisfactory
progress.
Assume
responsibility for:T&L outcomes.
Learning over time.
Progression. Use
formative
assessment.
Independent
learning. Matched
challenge.
High level of responsibility for:Progress and outcomes of learners.
Confident judgement and clear
rationale in planning. Effective
formative assessment. Challenging
tasks. Independent learners evident.
Very good progress.
Good progress
Know:- subjects for age
gp; learning progress;
misconceptions; Subject
vocabulary; Pedagogy.
Promote high literacy
standards. *early read
and write/phonics
**early mathematics.
Collaborate on med
term plan. Engage
with learning and
adapt to need.
Timing and pace.
Plan and resource.
Clear purpose.
3 Subject knowledge
Well developed:subject knowledge for
age gp; pedagogy to
challenge and support
learners; Personal
subject research;
Model good literacy
skills. *very secure
early read and
write/phonics and **
early mathematics
Contribute to
placement planning.
Engage with and
adapt ongoing
learning. Allocate
resources, inc TA.
Differentiate
challenge. Range of
T&L strategies
evident.
In depth:- subject knowledge;
planning for stimulating T&L;
Pedagogy and understand
misconceptions; Proactive
personal CPD; Model very
good literacy skills; Exploit
opportunity to develop
literacy. *very strong early
read and write/phonics and **
early mathematics= very
effective T&L
4. Planning
Show initiative in
contribution to placement
planning. Engage with and
judge impact of T&L.
Critically evaluate practice.
Imaginative and creative
T&L approaches.
Key Descriptors for each Standard
Key Descriptors
Standard
High Level
Good Level
Minimum Level
1
Expectations
Consistently high
Mostly high
Appropriate
2
Progress and Outcomes
Takes responsibility and
accountability
Assumes accountability
Understands
accountability
3
Subject Knowledge
In depth
Well developed
Relevant
4
Planning
Fully engaged
Contributes
Participant
5
Adapting Teaching
Proactively respond to
children’s needs in
lesson
Adapt plans
Implement given plans
6
Assessment
Confident and integral
use
Effectively uses
Secure
7
Behaviour Management
Adapts to needs and
situation
Effective
Aware of
8
Professionalism
Proactive responsibility
Responsible
Effective
Teachers’ Standards
1.) Set high expectations which
inspire, motivate and challenge
pupils
Minimum Level Pass
(but Requires Improvement)
High Level Pass
Good Level Pass
2.) Promote good progress and
outcomes by pupils
High Level Pass
Good Level Pass
Minimum Level Pass
(but Requires Improvement)
Not Met Minimum (Fail)
3.) Demonstrate good subject and
curriculum knowledge
High Level Pass
Good Level Pass
Minimum Level Pass
(but Requires Improvement)
Not Met Minimum (Fail)
4.) Plan and teach well-structured
lessons
High Level Pass
Good Level Pass
Minimum Level Pass
(but Requires Improvement)
Not Met Minimum (Fail)
5.) Adapt teaching to respond to the
strengths and needs of all pupils
High Level Pass
Good Level Pass
Minimum Level Pass
(but Requires Improvement)
Not Met Minimum (Fail)
6.) Make accurate and productive
use of assessment
High Level Pass
Good Level Pass
Minimum Level Pass
(but Requires Improvement)
Not Met Minimum (Fail)
High Level Pass
Good Level Pass
Minimum Level Pass
(but Requires Improvement)
Not Met Minimum (Fail)
High Level Pass
Good Level Pass
7.) Manage behaviour effectively to
ensure a good and safe learning
environment
8.) Fulfil wider professional
responsibilities
Minimum Level Pass
(but Requires Improvement)
Acceptable Standard
Not Met Minimum (Fail)
Not Met Minimum (Fail)
Not Met
PART TWO – Personal & Professional Conduct
High Standard
Comments:
Mathematics
Phonics
High Level Pass
Good Level Pass
Minimum Level Pass
(but Requires Improvement)
Not Met Minimum
High Level Pass
Good Level Pass
Minimum Level Pass
(but Requires Improvement)
Not Met Minimum
Please identify if any of the following should also be a target
Spelling
Grammar
Oral Skills
Successes and Progress (with reference to professional attributes, professional knowledge &
ability to establish an inclusive environment– relate to previous targets)
understanding, professional skills and their
Please indicate examples of the student’s particular achievements as aspects of this section may be used to form the student’s reference.
Targets for Development (with reference to professional attributes, professional knowledge
& understanding, professional skills and
their ability to establish an inclusive environment – relate to previous targets). These targets will be considered when the student completes the Entry
Development Profile and may be included in a reference.
Signed
(Teacher Tutor)
Signed
(Student)