EXPECT TO ACHIEVE
Undergraduate Key Stage 2/3 (Secondary)
Guide to School Experience
Modules: SE531S and SE611/3
Guide to School Experience
2
Guide to School Experience
Contents
2
Key Personnel
4
Introduction
5
Reference Guide to Paperwork
6
The Organisation of School Experience
7
SE531S – School Experience Two
8
SE611/3 – School Experience Three (Final)
11
Criminal Records Bureau and Disclosure and Barring Service
14
Safeguarding Children
14
Professional Mentor Role and Responsibilities
15
Subject Mentor Role and Responsibilities
16
Partnership Tutor Role and Responsibilities
17
Trainee’s Role and Responsibilities
18
Code of Practice for Trainees
18
Professional Guidelines for Trainee Teachers
20
Support Plan and Cause for Concern Procedures
22
Absence from School Policy
25
Internal Moderation
27
Observation and Assessment - Supporting The Trainee
27
School Experience File
28
Lesson Observations
30
Mid-Point Review
34
End-Point Review
34
Reading Lists for Trainees
35
Appendix A Proforma
Appendix B Grading Criteria for Newman Trainee Teachers
(Staff copy only – Trainee has own copy)
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Guide to School Experience
Key Personnel
Tel: 0121 476 1181 followed by the appropriate extension number, as shown below.
Fax: 0121 476 2848
e-mail: name@newman.ac.uk
Sandra Cable
0121 483 2272
(Secondary Partnership Administrator)
E-mail: s.cable
Kate Mara
Ext: 2362
(Secondary Partnership Manager)
E-mail: k.mara
Adrian Warhurst
(Senior Lecturer Science)
Ext: 2438
E-mail: a.warhurst
Andy Hind
(Senior Lecturer Science)
Ext: 2556
E-mail: a.hind
Andrew Csizmadia
(Senior Lecturer ICT)
Ext: 2389
E-mail: a.p.csizmadia
Alethe Bailey
(Senior Lecturer ICT)
Ext: 2333
E-mail: a.bailey
Deborah Boekestein
Ext: 2539
(Undergraduate Programme Leader)
E-mail: d.boekestein
4
Guide to School Experience
Introduction
On behalf of the University and the School of Education, we are delighted to welcome you to the
School Experience element of your programme.
The prime focus of all Initial Teacher Education (ITE) programmes and school experience remains the
outcomes for children. Although external changes to our course and the educational environment we
work in are in a constant state of flux, the individual needs, aspirations and responses of children in
schools remain essentially unchanging. In partnership with schools, we aim to ensure that our model
of Initial Teacher Education will continue to meet those needs.
This guide is provided to give Trainees, Subject Mentors, Professional Mentors and Partnership Tutors
involved in secondary School Experience, information regarding the school-based modules (SE531 and
SE611/3). It should be read in conjunction with Teachers’ Standards (2012).
We appreciate feedback from everyone involved in secondary School Experience and ask Subject
Mentors and trainees to complete an end-of-placement questionnaire at the end of each placement.
We hope you will find a few minutes to let us have your opinions. We value our Partnership and look
forward to working with colleagues in school, and with trainees in a spirit of open dialogue, trust and
mutual respect.
If you need any further advice or information regarding School Experience please do not hesitate to
contact Kate Mara (Secondary Partnership Manager), Sandra Cable (Partnership Administrator) or
myself.
Deborah Boekestein
Deborah Boekestein
Undergraduate Key Stage 2/3 Programme Leader
5
Guide to School Experience
Reference Guide to Paperwork
Examples of forms can be found in the Appendices.
Paperwork / Action
Phone Call
Person
responsible
PT
When to complete it
Week 1 of teaching block
Planning Overview Sheet
T
Start of practice for each class
Lesson Plan
T
Lesson Rationale
T
Detailed Lesson Evaluation
T
Lesson Observation Sheet
SM
CT
SM
Before EVERY lesson taught
NB Brief evaluation to be completed after
EVERY lesson
Before observed lesson each
week
FOR SAME
LESSON
After observed lesson each
week
At least ONE each week
Record of Weekly Meeting
Mid-Point Review Form
SM
PT
Support Plan
SM
Cause for Concern Action Plan
SM
PT
End-Point Review
SM
PT
T
APT
Career Entry and Development
Profile
ONE each week after discussion with Trainee
At approximately the mid-point of the SE in
discussion with Trainee. PT MUST return the
top copy to the PO immediately
Must be completed as soon as an area of
support is identified during the School
Experience
Must be completed during the School
Experience as soon as a Trainee is deemed
‘failing’ to meet the standards.
Last week of the SE in discussion with Trainee
University based meeting after the final SE
Abbreviations
T = Trainee
PO = Partnership Office
SM = Subject mentor
SE = School Experience
PT = Partnership tutor
CT = Class Teacher
APT = Academic Professional Tutor
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Guide to School Experience
The Organisation of School Experience
Trainees will undertake three or four block School Experience placements during the course of their
Undergraduate ITE programme.
School Experience One (SE1): SE411 will take place in the first year in Key Stage 2, teaching across
the curriculum with special focus on their main subject.
School Experience Two (SE2): SE531S (1 week preparation and 7 weeks teaching block) takes place
during the spring term of the second year in Key Stage 3 teaching their main subject.
The Final School Experience (SE3): SE611/3 (2 weeks preparation and 6 weeks teaching block) takes
place during the spring term of their final year, in the trainees chosen Key Stage. Prior to each block
placement, the trainee is required to attend all preparation/observation visits in their partnership
schools, to familiarise themselves with the school, meet staff and pupils and to collect information
needed for planning.
The Secondary Partnership Manager is responsible for placing trainees in schools for School
Experience and the trainees’ and Subject Mentors’ main point of contact regarding School Experience
is the Partnership Office (see contacts page 3).
The trainee’s main point of contact in school will be the Subject Mentor (SM) who is a member of staff
from the trainee’s subject department.
Each trainee will be allocated a Partnership Tutor for each practice who will provide liaison between
the SM, the trainee and Newman.
Descriptions of these roles and the responsibilities of each are outlined later in this guide.
Preparation Visits for Each Placement
At the beginning of each placement trainees should become generally familiar with the school’s
procedures, policies and physical layout; meet staff and pupils; sit in on classes they are likely to be
teaching; and to collect information needed for the placement. The expectation is that trainees will
not have any teaching commitments during these first few days.
Attendance and Assessment
There is no formal assessment of trainees’ performance during the preparation days, nor does it
contribute to the assessment of School Experience. The directed tasks carried out in school are,
however, essential to the assessment of the Block School Experience.
To ensure that trainees complete the required number of days in school it is essential that they
complete the School Experience Log in the proforma section of this handbook. The Subject Mentor
is requested to sign this.
Tasks for Preparation Visits
Trainees should:
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be shown round the school and the department
be introduced to departmental procedures
meet other staff in the department
meet the Professional Mentor
have an agreed timetable for the SE which might include observation, individual and small group
teaching as well as individual teaching together with other activities such as pupil/teacher
shadowing
be timetabled for weekly meetings with the Subject Mentor
find out what will be expected of them during the placement
collect relevant information: class lists, syllabuses, schemes of work, equipment and resources
available
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Guide to School Experience
SE531S – School Experience Two
Planning and Preparation Weeks 13th – 24th January
Teaching Block – 27th January – 14th March
During SE2 Trainees should
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continue to collect the information needed to plan for the placement (class lists, syllabuses,
schemes of work, resources information, teaching ideas)
develop their own schemes of work as necessary
observe some of the classes to be taught during the placement and/or some of the work to
be covered
attend school full-time
assist with individuals and small groups acting as a support to the teacher, as appropriate to
gain wider experience
write lesson plans for every lesson taught, discussing lesson preparation with teachers, well
in advance
team teach with experienced teachers
begin teaching as the lead professional as soon as the Subject Mentor feels that trainee is
confident to do so
join a tutor group for registration and tutorial/pastoral work and assist with SMSC provision
observe different teachers and different subjects (where possible)
shadow a pupil and/or a teacher for a day (where possible)
receive at least one written feedback on a lesson each week
keep a School Experience File - a record of observations and other activities and of lessons
taught including brief evaluations of every lesson and a rationale and longer evaluation of
one lesson per week
attend staff meetings, training days, extra-curricular activities, parent consultations and
school trips (where possible)
meet weekly with the Subject Mentor to discuss progress and set targets
continue to complete their Professional Development Journal.
During SE 2 it is hoped that the SM will:
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provide trainees with a supportive environment within which they are able to observe and
acquire the professional competences necessary to teach secondary school pupils and to
support the effective teaching of the trainees specialist subject to Key Stages 3 & 4 and
Post-16 (including preparation for public and internal examination) so as to merit the award
of Qualified Teacher Status
enable trainees to observe and to practise the procedures which support effective
preparation for learning and teaching activities and planning for curriculum implementation
and development
provide a structured framework within which trainees are able to monitor and evaluate their
own professional development in constructive dialogue with experienced teachers
provide trainees with the opportunity to become familiar with different organisational and
managerial principles and climates in schools and classrooms
enable trainees to observe and to reflect upon the conditions which influence pupils’ learning
in schools
foster an awareness in trainees of ways in which equality of opportunity for pupils in schools
can be pursued and provided
promote awareness of issues in the teaching of their main subject and the ability to interpret
these
provide opportunities for trainees to become familiar with the extra-curricular and pastoral
responsibilities of the secondary teacher and to participate in the full range of roles involved
in being an effective member of the department and of the staff of a secondary school
secure an entitlement for trainees for the assessment and examination of their teaching
competence to take place in a setting in which they receive high quality professional advice
and support
ensure the trainee is continually completing their Professional Development Journal.
8
Guide to School Experience
Aims of SE 2
The placement has the following aims:
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enable trainees to observe and practise the procedures which support effective preparation
for learning and teaching activities and planning for curriculum implementation and
development
enable the trainee to make the transition from observing to contributing more actively to the
delivery of lessons
provide trainees with structured feedback on their performance and an Mid-Point
assessment of their progress against the Professional Standards for Teachers (TDA/2007)
provide a structured framework within which trainees are able to monitor and evaluate their
own professional development against the Professional Standards for Teachers (TDA/2007)
enable trainees to observe and to reflect upon the conditions which influence pupils learning
in schools
to enable students to improve and secure good subject specialist knowledge
provide trainees with the opportunity to become familiar with some classroom based work
and cross-curricular subjects such as PSHE and Information Communication Technology
provide the trainee with the opportunity to gain some insight into the role of the form tutor
by assisting with a form group
foster an awareness in trainees of ways in which equality of opportunity for pupils in schools
can be pursued and provided
provide the final assessment for the practical teaching element of the module
Timetable Allocation for School Experience Two
The trainees are placed individually within departments.
Where a school operates on a 25 period week, 3 of these should be allocated PPA time for the
individual and an additional period for Subject Mentor weekly meetings.
50% of the remaining time i.e. 11 sessions will be teaching allocation for the trainee.
We would encourage all the trainees to have an opportunity to team teach with experienced teachers
where possible, but it should be noted that lesson observations will be carried out on individual
lessons taught.
Please check the schedule for teaching load on the next page.
In order for the trainee to gain experience of literacy within the secondary context we
would ask that they are given the opportunity to work with small groups of pupils to offer
reading and literacy support alongside the SEN department.
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Guide to School Experience
School Experience Two: SE531S
Preparation
week
Planning and Preparation Visits
A timetabled weekly meeting with the Subject Mentor should be arranged.
An example of your planning is to be sent to your PT via email for checking.
Teaching
Week 1
Teaching timetable starts. 11 contact sessions allocated on the timetable. 6
sessions to be delivered, during the remaining 5sessions the trainee works as a
TA within the classroom. Lesson Observation, subject mentor meeting and targets
set for coming week.
Week 2
Teaching time rises to 6 sessions with remaining 5 with the trainee working
alongside the classteacher to team teach and TA. Lesson Observation, subject
mentor meeting with targets reviewed and maintained, new targets set for the
coming week.
Week 3
Teaching time rises to 11 sessions. Lesson Observation, subject mentor meeting
with targets reviewed and maintained, new targets set for the coming week.
Week 4
Teaching time rises to 11 sessions. Joint observation with subject mentor and
partnership tutor. SM, PT and trainee complete the Mid-Point Review with targets
being reviewed and maintained, new targets set for the coming week.
Week 5
Trainees continue teaching at 11 sessions. Lesson Observation, subject mentor
meeting with targets reviewed and maintained, new targets set for the coming
week.
Week 6
Trainees continue teaching at 11 sessions. Lesson Observation, subject mentor
meeting with targets reviewed and maintained, new targets set for the coming
week.
Week 7
Trainees continue teaching at 11 sessions. Joint observation with subject mentor
and partnership tutor. End Point Review is completed, setting targets for SE3.
Paperwork is returned by Partnership Tutor to Sandra Cable.
Total number of days in school for this placement = 40
10
Guide to School Experience
SE611/3 – School Experience Three (Final)
Planning and Preparation Weeks 27th January – 7th February
Teaching Block – 10th February through to 28th March
SE 611/3 is the final School Experience and will be completed during the trainees’ final year, whether
they have chosen the three or four year route.
Those who have opted to follow the four year route will have undertaken a placement in an
alternative or international education setting in their third year. During the fourth year Trainees are
able to study for Masters level credits and a range of option modules alongside completing SE 611/3.
During SE 3 Trainees should:
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attend school full-time
develop schemes of work as necessary
write lesson plans for every lesson taught, discussing lesson preparation with teachers, well
in advance
teach as the lead professional with all classes for the duration of the SE, in most cases
join a tutor group for registration and tutorial/pastoral work and deliver SMSC provision
receive at least one written feedback on a lesson each week
keep a School Experience File, a record of observations and other activities and of lessons
taught including brief evaluations of every lesson and a rationale and longer evaluation of
one lesson per week
build on progress made during SE2, developing identified strengths and addressing areas for
development
develop a more reflective and evaluative approach to their classroom practice which allows
them to clearly progress during this SE
begin to focus on and develop clear areas of interest where possible
attend staff meetings, training days, extra-curricular activities, parent consultations and
school trips (where possible)
meet weekly with your Subject Mentor to discuss your progress
in addition there may still be opportunities / reasons for trainees to observe lessons taught
by more experienced teachers and/or team teach with experienced teachers.
During SE 3 it is hoped that the SM will:
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provide trainees with a supportive environment within which they are able to observe and
acquire the professional competences necessary to teach secondary school pupils and to
support the effective teaching of their specialist subject to Key Stages 3 & 4 and Post-16
(including preparation for public and internal examination) so as to merit the award of
Qualified Teacher Status
enable trainees to observe and to practise the procedures which support effective
preparation for learning and teaching activities and planning for curriculum implementation
and development
provide a structured framework within which trainees are able to monitor and evaluate their
own professional development in constructive dialogue with experienced teachers
provide trainees with the opportunity to become familiar with different organisational and
managerial principles and climates in schools and classrooms
enable trainees to observe and to reflect upon the conditions which influence pupils’ learning
in schools
foster an awareness in trainees of ways in which equality of opportunity for pupils in schools
can be pursued and provided
promote awareness of issues in the teaching of their specialist subject and the ability to
interpret these
provide opportunities for trainees to become familiar with the extra-curricular and pastoral
responsibilities of the secondary teacher and to participate in the full range of roles involved
in being an effective member of the department and of the staff of a secondary school
11
Guide to School Experience
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secure an entitlement for trainees for the assessment and examination of their teaching
competence to take place in a setting in which they receive high quality professional advice
and support.
Aims of SE 3
By the end of SE 3, trainees should be able to:
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appraise the place and contribution of their specialist subject within the overall school
curriculum
work from schemes of work to produce coherent lesson plans which take account of the
school’s curriculum policies
ensure continuity of progression within and between classes
set appropriate expectations for pupils
employ a range of teaching strategies appropriate to the age, ability and attainment level
of pupils
show they have secure subject knowledge
present subject content in a clear language and in a stimulating manner
demonstrate the ability to select and use appropriate resources including ICT in the
teaching
create and maintain a purposeful and orderly environment for the pupils
maintain pupils’ interest and motivation
assess and record systematically the progress of individual pupils
judge how well each pupil performs against the standard expected of a pupil of that age
acquire a working knowledge of his/her pastoral, contractual, legal and administrative
responsibilities as a teacher
develop effective working relationships with professional colleagues and parents and
develop his/her communication skills
identify special educational needs including learning difficulties and special aptitudes in
pupils
cope securely with subject-related questions related to the content of their main subject
which pupils raise
become aware of pupils’ most common misconceptions in their specialist subject.
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Guide to School Experience
School Experiences Three: SE611/3
Two
Preparation
Weeks
Planning and Preparation
A timetabled weekly meeting with your
Subject Mentor should be arranged.
An example of your planning is to be sent to your
PT via email for checking.
Teaching
Week 1
Teaching timetable starts. 11 teaching sessions.
mentor meeting and targets set for coming week.
Lesson Observation, subject
Week 2
Trainee’s teaching to rise to 15 sessions. Lesson Observation, subject mentor
meeting with targets reviewed and maintained, new targets set for the coming
week.
Week 3
Trainee’s teaching to rise to 15 sessions. Joint observation with subject mentor
and partnership tutor. SM, PT and trainee complete the Mid-Point Review with
targets being reviewed and maintained, new targets set for the coming week.
Week 4
Trainee’s teaching to rise to 15 sessions. Lesson Observation, subject mentor
meeting with targets reviewed and maintained, new targets set for the coming
week.
Week 5
Trainee’s teaching to rise to 15 sessions. Lesson Observation, subject mentor
meeting with targets reviewed and maintained, new targets set for the coming
week.
Week 6
Trainees continue teaching at 15 periods. Joint observation with subject mentor
and partnership tutor. End Point Review is completed, setting targets for CEDP.
Paperwork is returned by Partnership Tutor to Sandra Cable.
Total number of days in school = 40
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Guide to School Experience
Criminal Records Bureau and Disclosure and Barring Service
Newman University will ensure that a valid CRB/DBS check has been authorised prior to
commencement of school experience.
Under the Protection of Children Act, Newman is required to undertake a Criminal Records Bureau
(CRB) or Disclosure and Barring Services (DBS) check for courses involving working with children.
The trainee must ensure they give their CRB/DBS Disclosure Number to the appropriate school
personnel on their first visit to school. Schools only require the number and should not request to
photocopy the form.
The CRB/DBS is a confidential document; it is the responsibility of the trainee to ensure they keep
their CRB/DBS in a secure place. If a trainee misplaces their CRB/DBS they should contact the
Admissions Department as a matter of urgency.
Safeguarding Children
Newman University is committed to safeguarding and promoting the welfare of children, young people
and vulnerable adults, engaged in the breadth of its activities.
For this reason it is essential that when the trainee is working in schools that they follow the
appropriate procedures laid down by the school on safeguarding. The trainee should be aware of how
they should conduct themselves to minimise the risk of finding themselves as the subject of a
safeguarding allegation.
Listed below are some things which the trainee should consider when working with children. This is
not a definitive list.
The trainee should:
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Read and follow the school’s child protection procedures
Report to the PM/SM any concerns about child welfare/safety.
Work in an open and transparent way.
Discuss and report any incidents of concern or that might lead to concerns being raised about
their conduct towards a child with your PM/SM.
Report any incidents that suggest a pupil may be infatuated with them or taking an above
normal interest in them.
Dress appropriately for their role.
Only use e-mail contact with pupils via the school’s system for educational purposes.
Avoid any unnecessary physical contact with children.
Allow children to change clothes with levels of respect and privacy appropriate to their age,
gender, culture and circumstances.
Avoid working in one-to-one situations with children.
Follow the schools policy on photographing children.
The trainee should not:
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Misuse in any way their position of power and influence over children.
Use any confidential information about a child to intimidate, humiliate or embarrass a child.
Engage in activities out of school that might compromise their position within school.
Establish or seek to establish social contact with pupils outside of school.
Accept regular gifts from children or give personal gifts to children.
Pass their home address, phone number, e-mail address or other personal details to
pupils/children.
Make physical contact or meetings secretive.
14
Guide to School Experience
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Access abuse images (sometimes referred to as child pornography) or other inappropriate
material
Never promise a child that they can keep any shared information as confidential and just
between the two of them.
The trainee or school should contact the Partnership Office immediately if the trainee becomes the
subject of concerns or allegations of a child protection nature.
Professional Mentor Role and Responsibilities
Newman University and schools work together jointly to provide high quality programmes of
secondary ITT training. The roles and responsibilities of each partner are outlined in the Partnership
Agreement.
By agreeing to host a trainee for their school experience placement schools will automatically be
agreeing to adhere to the agreement.
The Professional Mentor has overall responsibility for the trainee’s holistic development during their
placement. A weekly meeting session is important and should be arranged as it enhances the
informal feedback and weekly meeting with subject mentors. If other College/University trainees are
on placement in the school, or if a specialised programme has been organised for NQTs we welcome
the Professional Mentor delivering such sessions to a number of trainees, thus avoiding constant
repetition, as well as encouraging open exchanges between the trainees.
The Professional Mentor‘s responsibilities are to:
 act as the link between Newman University and School
 support staff wishing to engage in Newman University subject mentor briefing and /or training
and facilitate attendance at updating meetings where possible
 share information, in broad terms, of how partnership funds are used to support teacher
training
 ensure trainees are placed with effective subject mentors
 ensure trainees receive appropriate institutional induction
 ensure trainees understand the ethos of the school
 ensure that trainees can meet and discuss issues with appropriate subject co-ordinators
 arrange an opportunity to carry out a pupil shadowing experience for half day or a full day
 promote good relationships between the trainees and other staff
 provide seminars on key whole school issues
 recognise the extra workload for teachers and create time, where necessary, for subject
mentors and trainees to meet and discuss progress and set targets
 co-ordinate access for trainees to professional activities outside the classroom, (e.g. pastoral
role, parents’ / carers’ evenings)
 support subject mentors in monitoring and assessing trainees’ performance against the
Teachers’ Standards (2012). It is regarded as good practice for professional mentors to
observe trainees teach at some stage, as this provides internal moderation within schools
 ensure the support mechanisms are in place for trainees
 support subject mentors in the collation and completion of final evaluation reports, which will
then be used either to inform targets for future placements where relevant or to inform the
trainee’s Career and Development Profile
 nominate a replacement subject mentor, if the trained subject mentor is absent from school.
Newman University and the partnership tutor should be notified immediately, so that a
training visit and or discussion can be arranged.
15
Guide to School Experience
Subject Mentor Role and Responsibilities
Trainees will need information about the school and their subject department. Please supply them
with the following as soon as possible during their placement:
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school prospectus
examination results
pastoral policies – including Child Protection Documentation
departmental schemes of work
departmental mark schemes
any other documentation you consider would be useful to help their understanding of the
school and internal processes.
The subject mentor has responsibilities for the professional development of trainees attached to their
department. Specific responsibilities include:
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attendance at briefing meetings
ensuring trainees understand the ethos of the school and providing appropriate departmental
induction
ensuring support for trainees’ attachment tasks
providing trainees with the opportunity to work with classes across the age and ability range.
during block school experience, spending specifically allocated time each week in a weekly
meeting with trainees to support their training, assess their progress and set targets in
consultation with trainees
checking documentation in school experience file is being completed
ensuring teachers working with trainees understand Newman University training requirements
and read documentation
ensuring that trainees can meet and discuss issues with appropriate subject co-ordinators
monitoring and assessing the trainee against the Teachers’ Standards (2012) in partnership
with the partnership tutor
making a commitment to the partnership by encouraging and challenging the trainee to
demonstrate that their practice is consistent with the definition set out in the pre-amble of the
Teachers’ Standards (2012) and that they have met the standards in both Part 1 and Part 2 of
the Teachers’ Standards (2012) document
facilitating the opportunity for trainees to try a range of learning and teaching strategies and
approaches including individual, group and whole class teaching
informally monitoring trainee progress and offering verbal feedback
formally observing at least one session each week and providing oral and written
feedback on progress against the required standards as soon as possible after the
lesson
discussing the strengths and areas for development in the lesson observed and suggesting
skills or strategies to enable the trainee to continue to develop professionally
contributing to target setting on a weekly basis, as part of the weekly meeting
taking part in a joint lesson observation of the trainee, with the partnership tutor.
Discussing the lesson and coming to an agreement on grades and targets for the mid-point
review. This joint observation is of utmost importance as it acts as a moderating
visit.
monitoring and assisting trainees in recording their progress and experience against the
Teachers’ Standards (2012)
collating and completing the final evaluation reports, which will be used to inform targets for
future placements, or to inform the trainee’s Career Entry and Development Profile
providing the opportunity for trainees to:
i)
ii)
iii)
gain experience of coursework moderation
write reports to parents in the format used by the school
have access to ICT facilities
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Guide to School Experience
Trainees should be encouraged to reflect upon their practice when teaching and it is the role of the
subject mentor to help them to move through the phases of observation, team planning and teaching
and solo teaching. Feedback should be given to the trainee after a teaching session based on
comments on the class observation sheets. It is important to stress the positive aspects of the lesson,
as well as indicating areas for improvement in order to give a fully balanced report. These
observation sheets will feed into the target-setting meetings, which are recorded on the Record of
Weekly Meeting with the subject mentor.
Feedback, meetings, mid-point and end-point reviews should take place in private. We acknowledge
that, given the current staffing situation in many schools, it may be difficult for the subject mentor to
put aside time for meeting, nevertheless it is imperative that trainees and subject mentors be given
the opportunity to evaluate progress and set targets for development, on a weekly basis, in a suitable
environment.
The trainees will undoubtedly need guidance, advice and encouragement, especially as they start to
take on more responsibility, but please challenge them in order for them to progress. It is always
acceptable to return to observation, team planning/teaching at any stage and we are very aware that
your pupils’ progress is of prime importance.
While trainees are used to being successful, inevitably they will encounter new and challenging
situations at some stage during their placement and will need help in developing coping strategies.
Please contact the partnership tutor if you feel there are issues that need to be addressed quickly and
we will support you. If you encounter any difficulties contacting the partnership tutor please contact
the Partnership Office.
Partnership Tutor Role and Responsibilities
The role of the partnership tutor is to:
 build up long term relationships with schools.
 provide a link between schools and Newman University to ensure that trainees, subject
mentors and the professional mentors are aware of the Teachers’ Standards (2012) required
for the award of Qualified Teacher Status.
 contact subject mentors and trainees at the beginning of each placement to monitor initial
arrangements.
 advise on aspects of school-based training.
 liaise with subject mentors on aspects of trainees’ progress and support subject mentors in
their supervisory roles.
 adjudicate on concerns about entitlement, progress and participation.
 liaise with the Partnership Manager about programme effectiveness and about trainees’ needs
and progress.
 make focussed observations of trainees as outlined in school experience booklets.
 take part in a joint lesson observation of the trainee, with the subject mentor. Discuss the
observation with the subject mentor and come to an agreement on grades and targets for the
mid-point review. This joint observation is of utmost importance as it acts as a
moderating visit.
 check that all documentation in SE file is being completed.
 liaise with the subject mentor about the final assessment of trainees’ performance in school
experience.
 recommend trainees for visits from the External Examiner and assist in the organisation of
these visits.
 moderate the quality of partnership arrangements.
 to ensure return of the mid-point and end-point review forms to the Partnership Office, within
one week of issue including the student number.
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Guide to School Experience
Trainee’s Role and Responsibilities
Trainees are expected to:
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take full responsibility for their own development and learning
be open to receiving constructive advice and guidance from a range of professionals
be prepared to engage fully in mentoring and coaching discussions in order to improve their
understanding and practice
liaise with subject mentors about directed activities in school
provide a copy of their timetable and contact details to their partnership tutor at the
beginning of the practice
take responsibility for contacting their partnership tutor on a regular basis
be professional in dress and in manner
demonstrate professional values and practice
attend regularly and punctually, completing your attendance record
keep school and Newman University fully informed if unable to attend for health or other
reasons. On the first day of illness this means contacting both institutions and
speaking to someone at least 30 minutes before the start of the school day. It is
not sufficient just to leave a message on a school answer phone
comply with school procedures and policies
in conjunction with the subject mentor, be responsible for developing schemes of work
planning from these - teaching, pupils’ learning, marking, assessment, recording and reporting
at a level relevant to the year of their course
ensure written and spoken English and subject knowledge is of a high standard
work with a tutor group
evaluate teaching in line with requirement
be available for weekly meetings to discuss progress with subject mentor at agreed times
work towards achievement of the Teachers’ Standards (2012) for the award of QTS
take a full and active part in the wider aspects of a teacher’s role including attendance at
briefings, staff meetings, INSET training days and parents’ evenings
contact the Partnership Office if there are any issues causing concern e.g. long term absence
of a subject mentor
for lessons observed by PT/External Examiner, provide a lesson plan and SE file at the
beginning of the lesson.
Trainees must have evidence of having met all the standards in order to meet the institution-based
requirements for the award of Qualified Teacher Status. Please keep the teaching file up to date and
well organised. Trainees will be responsible for tracking their own progress against the standards.
Code of Practice for Trainees
Personal and Professional Code of Conduct:
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Unless otherwise determined by the Subject mentor or professional mentor, trainees must
arrive at school at least 30 minutes before the start of the school day (attendance at any
briefing session is expected)
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Students would be expected to stay at the end of the day for at least 30 minutes unless there
were exceptional circumstances that had been discussed with the school and Newman staff
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Professional dress codes should be maintained. On the first day you should be dressed as if
going for a Teaching Job Interview. For the remainder of the placement it will be expected that
your attire remains conservative, professional and smart, even if you see other staff adopting a
more casual style of dress
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Smoking and alcohol are prohibited in school
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Guide to School Experience
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Trainees should observe appropriateness of physical contact
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Corporal punishment is never permitted; trainees should know what sanctions are permissible in
the school and seek advice if unsure
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Trainees should pay particular attention to the articles of the Race Relations Act 1976, the Sex
Discrimination Act 1974, the Children Act 1989, Disability Act 1995 together with DDA part 4,
Disability Discrimination Act 2005 and Every Child Matters 2005
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Trainees should observe the articles of the school’s policies on the safeguarding and promotion
of children’s welfare e.g. Child Protection Procedures
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Trainees should ensure that all information gathered from schools remains confidential and is
not discussed with anyone outside the school situation
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Trainees should never detain a child for discipline reasons, without consultation with subject
mentor and at least 24 hours written notice to the parents
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Trainees should know the fire and other safety regulations in operation in the school
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Homework should be given in accordance with school policies
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Trainees should observe the school regulations imposed about the use of resources, including
photocopying
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It is vital that trainees must complete all preparation well in advance of their lessons. They
should also attempt to accomplish all marking as soon as possible and they should check school
policy on taking children’s books home
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Trainees should attend staff meetings, parents’ / carers’ evenings, INSET days, school
assemblies, educational visits and other school functions occurring during the school experience
period
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Trainees should ensure that all pupils’ work is marked up to date and all resources, including
records of pupil assessment, are returned to the school at the end of the school experience
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To aid communication with your Partnership tutor whilst on school experience trainees must
check their Newman University email on a regular basis
Act of Worship/School Assembly
If possible trainees should assist with the organisation of one assembly or act of collective worship for
the class or the school during the school experience.
Prayers
Schools have daily customs which trainees must respect.
School Journeys and Excursions
If a school journey or day excursion is scheduled for the class, within the school experience period,
trainees should participate. Several schools request help from trainees outside of school experience;
Newman University supports this involvement where possible.
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Guide to School Experience
Professional Guidelines for Trainee Teachers
Staff supervision and covering lessons for absent staff
At all times you should work under the direct supervision of a qualified teacher. It is Department for
Education (DfE) regulation that trainee teachers cannot be counted against the teaching
establishment of a school and should not be asked to take on the full responsibilities of a qualified
teacher or be asked to cover for an absent teacher.
This means that all activities in the school need to be under the supervision of qualified
members of staff. Although the teachers concerned may not always be present in the
room you should always be able to turn to them for help and advice. You can take
responsibility for this by ensuring you know at all times where the nearest member of
staff you can call on is.
Quite often you may be asked to help out by covering for members of staff absent at short notice, or
by releasing members of staff so they can undertake some additional activity such as rehearsing a
school play etc. These are duties that would normally have to be covered by the regular members of
staff and you should be prepared to help out in this way. However, three points need to be noted in
such circumstances:
1
2
3
There may be insufficient time to prepare a lesson for the classes to be supervised and you
would not be expected to teach the class in these circumstances. (Schools usually have a
scheme for providing work to be set to the pupils);
Should you be asked to take over classes in your own subject with sufficient time for
preparation you still need to have a member of staff to whom you can turn to for help and
advice and who would be seen as responsible for that class;
You would not be expected to take over responsibilities in the school which would otherwise
have involved the appointment of extra staff or other paid help. This is not likely to happen
but it is an extremely sensitive area, and if you are in any doubt, you should discuss the
matter with your University tutor.
Photocopying
Each school has an allowance for consumable materials, which includes photocopying. Please
remember your responsibilities regarding copyright.
Each of the schools in which you will work during the year will have its own rules and regulations and
systems governing the use of telephones and copying. Please make sure that you understand these.
Consult your professional mentor about this.
Procedure in the event of an OfSTED Inspection in your school
Every year there will be some trainee teachers who will experience an OfSTED Inspection. It is
anticipated that, although you may not teach the lesson(s) that OfSTED Inspectors may wish to
observe, you will be expected to be continuing to contribute to the life and work of the school. It will
be a matter for the Headteacher to determine whether an OfSTED Inspector will observe your
teaching. This may include co-planning lessons and possibly team teaching.
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Guide to School Experience
Procedure in the event of ‘industrial action’
If you should be in a school in which a teachers’ professional association is taking ‘industrial action’
you should not try to influence the action in any particular direction, for example, by taking the
classes of an absent teacher. The teachers’ organisations, however, are conscious that prolonged
action might interfere with your professional development and this they obviously wish to avoid. If
such circumstances appear likely you should consult your tutors. In extreme circumstances, it may
be necessary to change your timetable or your school.
Teacher associations acknowledge that as a ‘trainee teacher’ you are not a full member. You have no
voting powers, as you are not employed and are not therefore directly involved against an employer.
It is therefore unlikely that you would be asked to take any personal action, and equally unlikely that
you would be asked to take any duties that would interfere with any action – but if in doubt please
seek advice.
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Guide to School Experience
Support Plan and Cause for Concern Procedures
Detailed below you will find guidance for initiating and completing the support plan and cause for
concern processes.
A support plan will be used where the performance of a trainee requires additional support beyond
the normal expectation. The process provides the trainee and SM with a formal way of addressing the
areas for development with a view to providing positive support for the trainee. This process should
be triggered as soon as possible in order for the trainee to respond to the concerns and make
progress against the Standards for Qualified Teacher Status.
Identifying a trainee early with areas for development can lead to early intervention to commence
support and may prevent a cause for concern action plan. For example, failure to establish a working
file, engage with planning or establish effective working relationships might be early indicators of
concern. This does not automatically mean the trainee will fail, but initiating the support plan process
indicates clearly and formally to the trainee that they are not making sufficient progress against the
Standards for Qualified Teacher Status appropriate to the SE and provides targets for them to
address in order to meet the required standard.
The lesson observation forms and the weekly meeting reviews should evidence the first indication of
an area for development. In some cases the concern is raised during a scheduled visit by the PT.
Where colleagues in school raise the concern between visits, the PT must be contacted immediately
so that s/he can be kept informed of the area for development.
If the trainee does not meet the required targets of the support plan within five working days the
trainee should be informed by indication on the support document immediately that s/he is at risk of
failing and the partnership tutor is contacted immediately to facilitate the next stage of the process. If
you are unable to make contact with the PT then please advise the administrator
s.cable@newman.ac.uk
The partnership tutor will arrange a visit to school, within three working days of the contact. Should
the PT not be available then the Secondary Partnership Manager or Programme Leader will arrange
for an alternative PT to visit. This could include the Secondary Partnership Manager, Programme
Leader or another tutor as internal moderator.
The partnership tutor will meet with the subject mentor and the trainee, to discuss the areas of
concern and as appropriate will observe the trainee teach. It is during this time that the partnership
tutor will formally issue a cause for concern action plan that will be returned to the administrator
within 24 hours. A copy of the document will be received by the subject mentor, trainee and the
partnership tutor will retain a copy for their records. On receipt of the cause for concern action plan
at the Partnership Office the trainee will be issued with the cause for concern letter, noting the date
of review.
The cause for concern action plan will indicate the additional support to be put in place to address the
areas of concern, this may include additional visits from the PT where necessary. A review date will
be set when the subject mentor, partnership tutor and trainee will meet to discuss progress against
the targets. It is important to note that a trainee being issued with a cause for concern is able to
pass the SE if they show that they are meeting the targets set in the action plan.
A trainee with a cause for concern action plan should normally remain teaching, with the timetable
being adjusted where necessary so that effective teaching and learning can take place. However, by
the end of the SE the trainee should be demonstrating the ability to meet the requirements for the
particular placement.
In extreme cases, where the education and welfare of the children is being severely affected, the
trainee may be asked by the school to leave the placement. This should be carried out in agreement
with the PM, SM, the PT, Secondary Partnership Manager and following a cause for concern letter,
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Guide to School Experience
evidenced by written reports and observations. Dependant on the situation, the time scale will be
adjusted as necessary.
All failing trainees or borderline pass trainees who have been at risk of failing will normally be visited
by an external examiner. It is not the role of the external examiner to determine if a trainee passes or
fails the SE, but to verify the decisions made within the partnership.
SE Assessment
Each SE is graded pass or fail and contributes towards a trainee meeting the Teachers’ Standards for
Qualified Teacher Status.
Failure of the first SE does not prevent progression on the course, although such trainees will be
counselled, regarding their suitability for teaching.
Before SE Block
A cause for concern action plan can be issued prior to the school experience if there is a cause for
concern related to the Teachers’ Standards (2012), Code of Practice for School Experience or the
school experience assessment expectations. If the trainee does not make relevant progress against
the targets set the school experience can be deferred. In extreme cases the school experience will
not commence and will be graded as a fail.
Trainees Who Fail
Trainees who have failed a school experience will meet with the Secondary Partnership Manager to be
informed of the recommended grade of Unsatisfactory being sent to the Exam Board, the implications
of this and the options available to them.
Trainees who have failed a SE may be offered a re-sit at the discretion of the Exam Board. A fee will
be incurred by the trainee. A re-sit will not be offered, if there is evidence, which indicates that the
re-sit would be unsuccessful, and it would be detrimental to the education and welfare of children.
Failure of a first attempt following a re-sit SE will normally result in termination of the programme for
the award for Qualified Teacher Status.
If a trainee is sanctioned a re-sit the Secondary Partnership Manager in consultation with the
partnership tutor, will draw up an action plan for the trainee who must actively engage in this process
and provide evidence to demonstrate progress made against the targets set in the action plan. Failure
to provide this evidence may prevent the school experience being repeated.
Trainees should be aware that it is not possible to complete an action plan and re-sit placement
within the same semester. On successful completion of the action plan the partnership office will
commence the process of allocating an appropriate placement.
A re-sit will not offered if there is evidence of a breach of professional conduct.
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Guide to School Experience
If a trainee’s progress is not meeting the required standard the following stages must take place:
Stage One – Initial Concerns
Involvement of Subject mentor and trainee.
The subject mentor is to raise the area/s for development with the trainee; this must be
discussed and then recorded on the lesson observation and/or at the weekly meeting. A
support plan must be drawn up by the subject mentor with the trainee, indicating support
processes to be instigated and the action required for successful completion.
The support plan is to be completed electronically and returned to the partnership tutor,
the administrator and the trainee on day of the initiation. The support plan stands for
FIVE working days.
Stage Two – Review Process
Involvement of the subject mentor and trainee.
At the time of review if sufficient progress has been made the support plan is updated and
returned electronically to the partnership tutor, the administrator and the trainee.
At the time of review if insufficient progress has been made the partnership tutor must be
invited in to issue a cause for concern action plan.
Stage Three – Cause for Concern
Involvement of the partnership tutor, subject mentor and trainee.
If the issue/s remain unresolved then subject mentor will liaise with the partnership tutor
to initiate a cause for concern action plan. The partnership tutor will take responsibility
for recording the targets, actions and further support processes and returning the
documentation to the partnership administrator on receipt of the cause for concern action
plan the cause for concern letter will be issued.
The trainee has FIVE working days to meet the minimum required level to proceed on the
placement.
Only at this stage can a cause for concern letter be issued by Newman University.
Stage Four – Review Process
Involvement of the partnership tutor, subject mentor and trainee.
At the time of review if progress has been made the cause for concern action plan is
updated and returned to the partnership administrator.
In exceptional circumstances when some progress has been made a further cause for
concern action plan may be issued.
At the time of review if insufficient progress has been made the partnership tutor and
subject mentor will discuss terminating the placement, with a FAIL grade being recorded
against the module.
On termination of a placement the final section of the cause for concern action plan MUST
be completed, stating the reason/s for the decision.
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Guide to School Experience
Absence from School Policy
A trainee should be aware that any leave of absence can impact upon the progress they
make against the Teachers’ Standards (2012) and the assessment of the SE.
Absence should only occur in cases of illness. Requests for absence from school are unusual and
should be discussed with the Programme Leader. Requests for exceptional absence are on
application to, and approval by, the Dean of School of Education (Sally Yates).
If school is closed for a day due to (e.g. snow, industrial action) this day does not need to be made
up, but the trainee must monitor their number of days in school to ensure they are compliant with
Initial Teacher Training (ITT) Criteria TA 2012.
If a trainee accumulates more than 10 days’ absence for illness or for personal reasons, this may
trigger concerns about a trainee’s personal welfare and their ability to achieve the Standards for the
Award of QTS with potential termination of the placement.
A trainee cannot extend the SE block to make up for days missed.
In the event of illness the following procedure should be followed –
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Trainees should inform the school as soon as possible giving full details of their name and the
class in which they are teaching. This should be in line with the school policy for absence.
Trainees should inform the School of Education Office on 0121 476 1181 (ext 2485) or email
l.whitehouse@newman.ac.uk each day they are absent from school. This includes trainees
living in halls. This will ensure their name is put on the absence list and the absence can be
monitored.
Trainees should contact their PT, if a visit has been arranged for the day when they will be
absent.
Trainees must submit cover work for lessons to be taught in their absence.
The trainee must complete the SE Absence Form and email to the School of Education
Office (school-education@newman.ac.uk) on the day they return to school. If the illness
lasts for five days or more, the trainee must provide a GP certificate.
If a trainee fails to follow the above procedure, the school should inform the Partnership
Office on 0121 483 2272. Failure to report an absence is a breach of the Newman University
“Code of Professional Conduct and Fitness to Practice”.
All trainees are reminded of the consequences of a prolonged absence, which may result in
the SE being terminated and a fail grade awarded.
Trainees may be allowed 1 day to spend in their NQT School. Trainees must request this
leave of absence from the Programme Leader.
A trainee may request time off to attend an NQT interview. Trainees must request leave of
absence from the Programme Leader.
Trainees should avoid visits to schools where they are considering applying for a post.
The trainee should be aware of the cumulative effect of days missed when attending
interview(s).
The trainee is expected to be in school throughout the whole school day.
Unauthorised absence
If you decide to absent yourself from the school experience without consultation /authorisation then
you will automatically be deemed to have failed the module.
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Guide to School Experience
Partnership Office
School Absence Form 2013-2014
If you are absent from school you are required to contact the school as early as possible. You
should then inform the School of Education Office on 0121 476 1181 Ext 2485. You should also
inform your Partnership Tutor.
You MUST complete this form and email it to the School of Education schooleducation@newman.ac.uk when you return to school.
Name:
Programme and Year of Entry:
School:
Date(s) of absence:
Reason for absence: (If you have a medical certificate, please attach a photocopy)
NB: a GP Certificate is required following a 5 day absence or more.
Signed:
Dated:
Partnership Office:
Margaret Bayliss 0121 483 2204
Sandra Cable 0121 483 2272
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Guide to School Experience
Internal Moderation
To ensure that school placement modules are subject to the same quality assurance process as taught
modules, a sample of school experience placements will be internally moderated.
In addition, moderation for a particular placement might have a specific focus related to issues
identified.
It is not the role of the internal moderator to make decisions regarding pass/fail or grades, but to
provide additional evidence to inform that decision making with all relevant members of the partnership.
Observation and Assessment - Supporting The Trainee
Curriculum Coverage
Ideally trainees will experience the full range of teaching in their subject area, but it is understood that
constraints within the school, such as examinations or the availability of supervising teachers, may
exclude certain year groups.
Trainees are given substantial training in the National Curriculum, and their planning should include
reference to Programmes of Study and Assessment opportunities, as well as the normal indication of
lesson content, as can be seen from the lesson plan proforma.
The School Experience File
The School Experience File forms part of the assessment of school experience. Subject mentors
sometimes feel that as the file contains the trainee’s working notes it is private to them but this is not
the case. At Newman trainees are told clearly that their file is to be available in school at all times. The
standards of presentation will be different from what we would expect in a formal assignment and it may
include notes, annotations and records in a form that is appropriate for what is a working document.
However, they should be intelligible for a wider audience. It will be read and referred to by a range of
other people, including the subject mentor, departmental colleagues, internal moderators, the
partnership tutor and other trainees. Others, including OfSTED inspectors or university external
examiners will have the right to refer to the file for evidence of the trainee’s progress and standards
attained. Consequently there should be high expectations of organisation, preparation and literacy.
The School Experience File will provide evidence of achievement of the Teachers’ Standards (2012) not
all of which may be demonstrated in the classroom. For example, it is sometimes the case that the
trainee will show that they have planned in great detail. The plan may reveal a much greater level of
expertise in the subject than can be demonstrated in a single lesson. Equally a trainee may show in
their evaluation self-awareness and understanding of issues of classroom management which will
indicate to the mentor that real development is taking place in these areas. For these reasons the file
will be essential in weekly discussions when the trainee and subject mentor discuss targets, and when it
comes to completing the mid-point review and end-point review forms.
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Guide to School Experience
School Experience File
The file should contain the following:
Section 1
Contents page
Front Cover
Section 2
a Curriculum Vitae
Personal
Details
Section 3
b All About Me Form
Formal NU
Paperwork
b Observation Records
a Planning overview sheets for every group taught
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Chronological order of observations, lesson plans and resources for
each lesson observed
c Detailed weekly rationale and evaluation of one lesson taught, with lesson
plan
d Weekly meetings between Subject mentor and trainee
e Mid-point review
f End-point review
Section 4
Schemes of
Work
Section 5
NB: b, c, d, e and f should be uploaded onto Mahara ensuring that these are
only accessible to your PT, APT, Kate Mara and Deborah Boekestein
Copies of schemes of work and syllabi that are being followed, to include
medium term planning (an overview of topics to be taught through the
duration of your placement)
Lesson Plans
Individual lesson plans for every lesson taught in chronological order by
teaching group including copies of relevant resources used to exclude those
that are in section 3b
Section 6
a Attendance registers for each group taught
Attendance,
Assessment
and Monitoring
b Assessment records, for each group – this will include records of marking,
examples of homework and feedback together with examples of formative
and summative assessment (anonymous and with permission of the school)
Section 7
Continuous Professional Development
Additional
Evidence
Evidence of training opportunities, extra – curricular and professional duties
undertaken as a trainee teacher. E.g. participation in parents’ evenings.
Section 8
Policy
Documents
Reflection on how this has impacted on you as a professional to be
demonstrated through Mahara.
 School Handbook
 Marking and Assessment Policy
 Behaviour Policy, to include rewards and sanctions
 Equal Opportunities
 Special Educational Needs Policy
 Health and Safety Policy
 Safeguarding Policy
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Guide to School Experience
Data Protection
Please remember that schools are increasingly data-rich environments. Ethically and professionally, you
are of course expected to treat this data with complete confidentiality; this kind of data should only be
discussed in a professional context. However, you may also have data stored electronically, such as
assessment and performance data, which the school has given to you. In line with the requirements of
data protection legislation, you must delete any electronic data about the children you teach, stored on
your own computer, when your placement is complete.
Evaluations
Evaluating learning and teaching is an essential part of a teacher’s role. Evaluations must inform
planning, teaching and learning.
Daily Lesson Evaluations
The trainee is expected to complete a brief evaluation for every lesson taught. Evaluating progression of
learning in the lesson with impact up on pupil learning and behaviour. This will enable the trainee to
analyse their effectiveness as a teacher.
The trainee is strongly advised to write evaluations on the same day as the teaching took place. These
evaluations must be used to inform subsequent planning and teaching.
Lesson plans must be annotated with reflections on how the learning was achieved through the
teaching, or if it was not an analysis of this should be evident. Targets for the next lesson need to be
clear.
Weekly Rationale and Evaluation for your observed lesson
For the lesson that the trainee is observed for, a rationale for the lesson plan and activities taught should
be produced prior to delivery. As part of the feedback from the subject mentor/partnership tutor or
professional mentor, the evaluation should be considered and written up as a response to the discussion
and targets for progression.
Trainee should post a weekly evaluation on Mahara, to be viewed by subject leads.
Monitoring, Assessment and Recording
Whilst on SE the trainee is expected to monitor and assess the children’s learning and then record this in
an appropriate format.
This must be in line with the schools marking and assessment policy.
Marking
The trainee must ensure that all work produced is systematically and conscientiously marked, according
to the school’s guidelines on marking. Comments written for the children on their work must include
targets for progress and inform other professionals, and parents through parent / carer meetings, of the
progress the child is making and the targets set for future learning.
The trainee must include evidence of their marking and feedback in their SE file.
The trainee is accountable for the work they set the children. Children should never accumulate pieces
of unfinished work. The trainee must keep records of completed work, so that all children can be
tracked across the curriculum, and children absent from school may be given the opportunity to catch
up.
It is a trainee’s responsibility to return marked work and assessment records prior to the completion date
of the placement. Failure to do so will result in a FAIL being recorded for the school experience, even
after the end-point review has taken place.
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Guide to School Experience
Working with other adults
The trainee should sensitively try to find out the background and experiences of any adults working within
the classroom. They should ask the subject mentor about the roles of other adults working in the
classroom. The trainee should discuss, with the subject mentor how they will plan for the work of the
teaching assistants.
The trainee should build a relationship with these colleagues and establish a routine for planning
collaboratively with this member of staff and ensuring that this is evidenced. This will ensure that the
teaching assistant knows in advance what the trainee intends for the lesson, and their role. A system for
collecting assessment and evaluation information must be agreed with the teaching assistant.
This is part of the trainee’s professional responsibility. Lesson plans should make explicit reference to the
role of any other adults working in the classroom.
Using the file during partnership tutor visits
It is essential that the school experience file is available at all times. When the partnership tutor visits
they will observe a lesson and thereby gain an impression of the trainee’s classroom performance. By its
very nature this will only be a snapshot, and it is the file that gives the tutor an overview of the context
of the lesson seen and of the other aspects of the trainee’s professional development. It will not be
possible for the partnership tutor to assess the school experience in depth unless the file is available.
The file will be checked by your partnership tutor against the partnership tutor checklist; if the file is
deemed inadequate a cause for concern will be issued immediately.
Moderation of the School Experience File
On return from School Experience a sample of files will be collected by the partnership Manager and
moderated for quality assurance. It is the trainee’s responsibility to ensure that the file is made available
on request.
Lesson Observations
There are two main contexts for observation:
a. the trainee observes experienced teachers at work
b. the Subject mentor observes the work of the trainee
The trainee observes experienced teachers at work
(see Preparation Visits for Secondary School Experience document)
This is often focused on the early stages in school and especially during the preparation period.
Trainees gain a great deal from this experience but this will only assist the learning process if the
observation is focused. Several ‘methods’ of observation are explained in the Preparation Visits for
Secondary School Experience document for guidance on what to look for during observations. It is
helpful if the subject mentor explains the focus of the lesson and the learning outcomes expected or
resource issues to consider before the observation begins. If the trainee is observing a class that they
will be teaching later on then it is a sensible idea to involve him or her progressively, with the trainee
leading aspects of the lesson, in order to establish a presence before taking on a greater role in teaching
the class.
It is sometimes the case that once the main teaching block begins then further observations cease, this
is not best practice. All trainees will continue to gain immensely from watching their subject mentor and
other colleagues at work. This can be in informal situations, for example within the context of a teamtaught lesson. On-going focused observation is invaluable for trainees who are developing their practice
more slowly.
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Guide to School Experience
Sometimes a trainee finds it hard to understand the reasons for further observation, although they will
have had this explained during lectures. It is worth emphasising the fact that once a classroom
presence has been established, it is highly worthwhile to focus on other skills such as questioning pupils,
board work, and behaviour management techniques or effecting transitions in lessons.
The Reflective Practitioner ---> Reflexive Professional
For maximum learning, the reflective practitioner moves to the next stage of planning and
implementation as a consequence of what has been learned. Taking action on what has been learned
moves them onto the stage of the reflexive professional.
The reflective professional is one who has learned not only from their experience but who has also
considered the wisdom of others (alive and dead) who have operated both practically and theoretically in
the same or related fields.
The reflexive professional then applies the newly-acquired knowledge to the benefits of their pupils
through the process of teaching in order that the trainee learns through reflecting on their own
experience and that of others. Reflexive professionals continue to reflect in action and reflect
on action and thus modify their behaviour.
Successful Mentors and the Mentees
The Mentee
Successful mentees will:
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accept challenge willingly
share with the mentor how they are feeling about how the relationship is working
maintain a positive view of themselves
be active in their own development
have faith and trust in their mentor
be willing to discuss issues openly
take a few risks in order to progress
think about how the can find other ways to develop themselves, outside the mentoring
relationship
not expect too much from their mentor
listen and ask questions
The Mentor
Successful mentors will:
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maintain regular contact
always be honest
avoid being judgemental
recognise they have their own need for support. They may need a mentor too.
not expect to have all the answers
help the mentee access resources and further provision
be clear about expectations and boundaries
stand back from the issues the mentee raises but work together on them
respect confidentiality
if the relationship falters-hang on in there.
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Guide to School Experience
The Mentoring Process
The first meeting is critical to setting the scene for future meetings, so please give this some thought
before it takes place. It is helpful to have an agreed agenda for the weekly meeting and we encourage
you to think about setting some ground rules for the first meeting so both parties are clear of what can
be achieved in the SE placement, and what the roles and responsibilities of the trainee and mentor will
be.
Mentoring involves a number of processes and it is useful if you can guide a trainee through three of
them.
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to explore different possibilities
helping to discover new understandings
and then using these to set targets.
Please keep in mind that a trainee will gain from Mentors: knowledge, experience, personal qualities and
skills.
Newman University will provide Mentor Briefing and Mentor Skills Training during the year so please
contact us if you have not received these dates.
The Subject mentor should observe the trainee teaching at least once a week. In some schools the
observation schedule for the entire practice is arranged in advanced and is planned to cover the full
range of the classes the trainee will teach. Trainees find this helpful. It is not good practice to observe
every lesson taught by the trainee as this can overload the trainee with more advice than can be
assimilated.
Recording the observation
Subject mentors are expected to use the Newman University lessons observation sheets, provided in
triplicate copies. Electronic versions are available on the Newman University website.
http://www.newman.ac.uk/school-experience/2057/secondary-school-experience
Using the lesson proforma
The observation forms are produced in triplicate so that at the end of an observation the trainee receives
immediate feedback on the observed lesson. The form relates closely to the Grading Criteria for
Newman Trainee Teachers with statements that require highlighting and annotation, by the observer, to
indicate the level of achievement of the trainee. Each area should be considered during the observation.
At the end of the lesson the strengths and areas for development should be noted together with targets
to enable the trainee to move forward and improve current practice.
You will note that this document does not include a triplicate blank page for you to record a commentary
of the lesson; if you wish to do this you can down load a blank observation sheet from the General
Documents section on the web address shown below, and this should be included with the feedback
provided to the trainee.
If you wish to complete the document in its entirety electronically then please do so using the
documents from http://www.newman.ac.uk/school-experience/2078/general-documents
Giving Feedback
It is important to ensure feedback is specific and constructive. A useful guideline will be to think of two
or three positive statements for every area to be developed, if possible. It is appreciated however, that
this may not always be possible.
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Guide to School Experience
Being positive and constructive
All subject mentors will want to encourage their trainee by giving praise and encouragement. Please
make sure that this is focused in a helpful way. It is more helpful to offer such comments as:
‘You handled the question and answer session really well because….’
or
‘The demonstration was clear and everyone could see what you were doing.’
or
‘Your previous research meant that your Subject Knowledge on …was well established and you
answered questions confidently and accurately.’
General none specific comments will not help a trainee to reflect or improve. Entirely positive feedback
may lead to the trainee becoming complacent and acquiring a false sense of their expertise. It is
necessary to provide support while challenging the trainee and offering constructive criticism. Subject
mentors working with particularly gifted trainees will need to think about this in particular. There is the
risk that some trainees will achieve a calm and competent classroom manner at an early stage and it can
become difficult to define what new targets might be. If this becomes an issue it is worth talking to the
partnership tutor about possible strategies to develop the trainee’s skills further.
Giving constructive guidance on areas to be developed
By definition much of the advice given will be on how to improve. Trainees find it very difficult to cope
with a lengthy list of faults to remedy. It is far better to define precise priorities for improvement and
development and to address them in a systematic way. Such priorities could be for example marking
and monitoring pupils’ work, providing constructive oral and written feedback and setting targets for
pupils’ progress. They could be points related to specific areas of subject knowledge being taught, or
ways of using language to communicate ideas and concepts to pupils in the classroom, or classroom
management. Once the initial targets have been met then further priorities can be defined.
It would be helpful if comments on strengths and areas for development were articulated in relation to
Teachers’ Standards (2012) in order to make explicit how the trainees are progressing against these.
Weekly Meetings and Target Setting
It is essential that subject mentors set achievable targets for trainees each week, related specifically to
the eight standards. A dedicated hour towards the end of each week should be timetabled when the
weekly meeting can take place. The targets should be recorded on the Newman University Weekly
Meeting Form, together with details of the discussion held between the trainee and the mentor and
noting any particular areas of strength. It is usual to set only two or, at most, three targets for a
trainee, and these targets should form the focus for observation and feedback the following
week.
Suitable targets could focus on differentiation, assessment techniques, class management strategies or
planning. The following are examples of common targets set:
a. setting specific objectives for teaching and learning
b. sharing learning objectives with pupils at the start of lessons and consolidation of learning points
at the end of lessons
c. setting of differentiated tasks for pupils
d. use of SEN and G&T register when lesson planning and target setting for pupils
e. use of the departmental marking scheme and a range of assessment strategies particularly
formative and diagnostic assessment in order to inform trainees planning and teaching
f. use of school, LA and national data to set targets for pupils
g. dealing with pupils’ errors and common misconceptions
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Guide to School Experience
Subject mentors should be specific in setting targets and ensure dates that they need to be achieved by
are realistic. It is too vague to write:
‘You should differentiate more in lessons’
A far more helpful target, which is more likely to improve the trainee’s performance, might be:
‘Consider differentiating the work you set this group in the following ways: a worksheet for x, y
and z, and a writing frame for p and q. Make sure you’ve got some extension material for a and
b.’
It is important to monitor progress against previous targets.
Working with the partnership tutor
Partnership tutors will telephone the school during the first week of the teaching block and make at least
two visits per school experience. In cases where a trainee is having difficulty the number of visits may be
increased.
The partnership tutor will use the visits as an opportunity to discuss the progress being made by the
trainee. Clearly, two lesson observations will only provide a snapshot, therefore the discussion with the
subject mentor and trainee, plus scrutiny of the School Experience File, will reveal the wider qualities of
the professional practice of the trainee and highlight areas of success and those for development.
The Grading Criteria for Newman Trainee Teachers, shown in Appendix B (school copy only), provide a
framework for all of these discussions. For this reason it is very important that the partnership
tutor and subject mentor meet and have adequate time to discuss the trainee’s progress
during the school visits. Tutors will do all they can to make sure that subject mentors are informed
well in advance of the timing of a visit.
Mid-Point Review
This should be completed with the partnership tutor as close to the mid-point of the school experience
as possible. The mid-point review should take place after a joint lesson observation by the subject
mentor and the partnership tutor, this serves as a moderating visit. At the mid-point review, the grading
should reflect the trainee’s progress at that time. The partnership tutor must return the top copy of the
mid-point review to the Partnership Office immediately.
End-Point Review
This should take the form of a meeting between the trainee, subject mentor and the partnership tutor,
after the partnership tutor has observed a lesson. The School Experience File should be used to ensure
completion of assessment and agreement on targets for the trainee’s next school experience or in the
case of a graduating trainee, targets to inform their Career Entry and Development Profile, as
appropriate. The end-point review should be sent straight to the Partnership Office as its receipt triggers
the transfer of funds to schools with the grade being presented to the Exam Board.
Mid-Point and End-Point Review Grades
The overall grade on the mid-point and end-point reviews should reflect the grades which have been
given each week during formal observations and weekly meetings. The overall grade is derived from the
Grading Criteria for Newman Trainee Teachers. See Appendix B (school copy only, trainees have this as
a separate document).
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Guide to School Experience
Reading Lists for Trainees
BAUMANN A. S., BLOOMFIELD A. and ROUGHTON L. (1997) Becoming a Secondary School Teacher
London: Hodder & Stoughton
BLACK P. and Wiliam D (2002) Working Inside the Black Box. Assessment for Learning in the Classroom
GL Assessment
Bristol Guide for Teachers (2009) Teachers’ Legal Liabilities and Responsibilities
University of Bristol
Brown S. ET AL (1998) 500 Tips for Teachers London: Kogan Page
CAPEL S., LEASK M. and TURNER T. (2009) Learning to Teach in the Secondary School. A companion to
School Experience (5th Edition): Routledge
COWLEY S. (2001) Getting the Buggers to Behave London: Continuum
DfES National Curriculum Handbook
DfES Every Child Matters
DfES Extended Schools
DfE Teachers’ Standards (2012)
GHAYE A. AND GHAYE K. (1998) Teaching and Learning Through Critical Reflective Practice
London: David Fulton
KYRIACOU C. (1997) Effective Teaching in Schools Cheltenham: Nelson Thornes
KYRIACOU C. (2007) Essential Teaching Skills (3rd Edition) Cheltenham: Nelson Thornes
POLLARD A. & TRIGGS P. (1997) Reflective Teaching in the Secondary School London: Cassell
PORTER L. (2000) Behaviour in Schools Theory and Practice for Teachers Open University Press
QCA (2009) National Curriculum online
http://www.standards.dcsf.gov.uk/secondary/framework
ROGERS W. (2000) Cracking the Hard Class – Strategies for Managing the Harder Than Average Class
London: Paul Chapman
ROGERS B. (2011) Classroom Behaviour. A Practical Guide to Effective Teaching, Behaviour Management
and Colleague Support (3rd Edition) Sage Publications Limited
WRAGG E.C. (1994) An Introduction to Classroom Observation
London: Routledge
Main subject relevant QCA documents as recommended by your subject area
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