Class teacher and Mentor
Development @PP4 15-16
Ofsted outcome = Outstanding
Delivered by
Deborah Roberts and Sue Crosson
Details included in presentation handout.
Welcome to today’s session
New lesson observation form
 PP4 Headlines




Change to lesson observation form
Training Plan
Build up of teaching and planning
Key expectations
 Questions & Answers – as we go along
 Class teacher and Mentor Development
Includes opportunities
for recording key
observations, impact
on pupil progress and
lesson grade.
Uses WAD statements,
in the LADProvides
– Lessonclear targets
Assessment
for each Teachers’
Descriptors, updated
Standard.
for Ofsted Section 5
Sept ‘15
 Supporting trainees with ‘Declared Disabilities’
1
Training Plan
Overview and aims
• Explain the purpose of the Training Plan
• Role of Trainee/Mentor in trainee’s
Training Plan on placement
• Please refer to full details in presentation
handout.
The Training Plan: Who Does What?
Trainee
Complete the Training Plan.
Take responsibility for own
professional Development
University Tutors (Personal
Tutors/Link Tutors
Monitor completion and
advise
Set initial placement Targets
with trainee
Mentors
Facilitate/support
achievement of targets
Sign-off/initial targets as
achieved (weekly short-term
development targets and
initial longer-term
placement targets)
Review progress and set new
targets with trainee
Monitor completion
2
Mentors could use the
previous Mentor
Meeting Log proforma
to maintain Mentor
records.
Download from
Partners’ Intranet
Training Plan entry - WAGOLL
New lesson observation form
Build up of teaching
• Piloted by University and Cluster Link Tutors
for 2 placements
• Suggested build-up of teaching, see
Quick Guide (p.16)
• Positive feedback;
• Facilitates identifying ‘next steps’ for each TS
• Based on Lesson Assessment Descriptors
• Part 2 includes:
•
•
•
•
Commentary
Notes on progress
Comment on file
Grade
Included on pack,
available on Intranet.
3
Mon
University based
day
25.4.15
2.5.15
PP4 (2) – 40%
9.5.15
PP4 (3) – 50%
16.5.15
PP4 (4) – 60%
23.5.15
PP4 (5) – 70%
30.05.16
Wed
Thurs
PP4 Preparation Days
Fri
Notes
See P.3 of Mentor Guide
6.6.15
PP4 (6) – 80%
PP4 (7) – 80%
20.6.15
PP4 (8) – 80%
30
% Teaching whole class and/or group sessions,
writing individual plans.
1
INTERIM
PROFILE
DUE
Please email the Interim Profile
to your LINK TUTOR by Fri 20th
May for consideration at the
INTERIM REVIEW Meeting.
Please email the Final Profile to
your LINK TUTOR and lesson
observations, and mentor
meeting logs to the Student
Services Team by Wednesday
22nd June
School-based Transition Days
(NQT school)
Conference Days
Exam Board
KEY STAGE 1 & 2
-
Teach whole class and group sessions. Begin to
40
take more responsibility for planning the
%
environment inside and out.
2
More detailed, week
whole class lessons in English
or maths.guidance is
by week
some foundation subjects.
included in the guide.
a sequence of whole class lessons in English or maths
(alternating with what was taught the previous week).
Science
some foundation subjects (MFL should be prioritised if
trainee’s specialism)
a sequence of whole class lessons in English or maths
(alternating with what was taught the previous week).
science
foundation subjects (MFL should be prioritised if trainee’s
specialism)
3
Teach across an increasing proportion of the
EYFS curriculum, including whole class and
50 group sessions. Take responsibility for
% monitoring the whole class whilst involved in
group sessions Continue to plan for continuous
provision, inside and out.
4
Teach whole sessions across the curriculum,
60
managing the planning/provision for the whole
%
class.
sequence of whole class lessons in English and maths.
science
foundation subjects (MFL should be prioritised if trainee’s
specialism)
5
Manage the whole class. Continue to provide a 70
stimulating environment for children both
%
indoors and outdoors.
-
All English and maths
science
foundation subjects (MFL priority for specialists).
University External
Examiners visiting school this
week.
FINAL PROFILE
DUE
Suggested Responsibilities: Plan/teach/assess/evaluate:
RECEPTION
Following the 2 preparatory days, trainees should aim to teach approximately 30% of the timetable on Thursday
and Friday.
Bank Holiday
HALF-TERM
13.6.15
27.6.15
Tue
%
of
TT
Wk
Key Dates for PP4
w/b
Half Term
6 -8
See full Placement guide for details about:
• Meeting all TS in KS1 if any outstanding
• Teaching of phonics
• Details also included in presentation
handout.
80%
Becoming NQT-ready: taking full responsibility for the timetable (excluding 20% PPA time) 21
Planning
• Shared Planning/PPA time with CT
• Initially, individual plans/evaluations
• Weekly plans/daily evaluations move to weekly
planning at school’s discretion
• Plan for TA
• Flexibility: adapt lessons in progress in response to
needs in order to maximise learning/ adapt planning
proformas so lesson structure promotes learning
• Begin to plan opportunities to develop DEPTH and
MASTERY;
4
Whilst not timetabled to teach, trainees might:
PP4: Key Expectations
- observe learning and teaching (class
 Confident readiness for NQT role
teacher/other colleagues)
 A timetable which builds to 80%
- observe learning and teaching (class
teacher/other colleagues)
- complete training tasks – early in placement
- carry out planning, preparation and assessment
 Meeting ALL standards (best-fit) at the
‘Outstanding’ or ‘Good’ level (recorded on
Reference)
 Professionalism & Safeguarding
- support the class teacher/pupils.
27
Clear expectations of progress are also established as follows:
Minimum Achievement and Progress
PP2 (Interim)
PP2 (Final)
PP3 (Interim)
PP3 (Final)
PP4 (Interim)
PP4 (Final)
Best-fit achievement at:
‘Working Towards’ level;
Largely WT grades.
Achievement at:
‘Requires Improvement’
level;
a mix of grades WT & 3.
Achievement at:
‘Requires Improvement’
level;
a mix of grades WT & 3.
Achievement at:
‘Requires Improvement’,
a mix of grades 3 and 2;
or ‘Good’ level.
Achievement at:
‘Good’ or
‘Outstanding’
level.
Trainee’s practice is
consistent with
Preamble/Part 2
Trainee’s practice is
consistent with
Preamble/Part 2
Trainee’s practice is
consistent with
Preamble/Part 2
Achievement at:
‘Requires
Improvement’, a
mix of grades 3
and 2; or ‘Good’
level.
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice is
consistent with
Preamble/Part 2
Desirable Achievement and Progress
PP2 (Interim)
PP2 (Final)
PP3 (Interim)
PP3 (Final)
PP4 (Interim)
PP4 (Final)
Best-fit achievement at:
‘Working Towards’ level
or above;
a mix of grades WT & 3.
Best-fit achievement at:
‘Requires Improvement’
level or above; a mix of
grades 3 & 2.
Best-fit achievement at:
‘Requires Improvement’
level or above; a mix of
grades 3 & 2.
Best-fit achievement at:
‘Good’ level or above; a
mix of grades 2 & 1
Achievement at:
‘Outstanding’
level.
Trainee’s practice is
consistent with
Preamble/Part 2
Trainee’s practice is
consistent with
Preamble/Part 2
Trainee’s practice is
consistent with
Preamble/Part 2
Best-fit
achievement at:
‘Good’ level or
above; a mix of
grades 2 & 1
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice
is consistent with
Preamble/Part 2
Trainee’s practice is
consistent with
Preamble/Part 2
Key Foci
•
•
•
•
Assessment (TS 6/2)
Meeting Individual Needs (TS 5)
National Priorities (Phonics, PE+ SEN)
Homework and Parents
29
5
Specific TS for development
Our analysis of attainment of TS indicates these TS
may require further development.
6a
4c
3d
5b
6c
8e
% achieving
Grade 1 or 2 on PP3
57
57
63
65
69
70
5c
70
2c
5d
71
71
statutory assessment
homework
phonics
overcoming barriers to learning
monitor progress, set targets, and plan subsequent lessons
parents
needs of all pupils (SEN/HA/EAL etc) use and evaluate distinctive teaching
approaches to engage and support them.
self/peer assessment
developmentally-appropriate teaching
6b
73
formative and summative assessment to secure pupils’ progress
8a
73
wider life of school
1b
74
set goals that stretch and challenge
TS
UofW Disability Services
Disability is a term which encompasses diversity.
We encourage existing students and applicants
to declare any disability or learning difference
and contact us in advance to discuss their
support requirements to enable us to make
reasonable adjustments for the duration of their
studies. The University of Warwick and Disability
Services are committed to equality, diversity and
to promoting an inclusive teaching and learning
environment for all.
Class Teacher and Mentor Development
Supporting trainees with
‘Declared Disabilities’
The Disability Discrimination Act 2005
Under (DDA), it is unlawful for employers to
discriminate against disabled people for a reason
related to their disability, in all aspects of
employment, unless this can be justified, less
favourable treatment cannot be justified if there
were reasonable adjustments that should have been
made and were not (unless those adjustments
would have made no difference).
6
Equality Act 2010
The Act uses a wide definition of disability :
“A physical or mental impairment which has a
substantial and long-term adverse effect on a person’s
ability to carry out normal day to day activities”
What kinds of disability/difference?
physical or mobility
impairments,
visual impairments,
hearing impairments,
dyslexia, dyspraxia,
dyscalculia,
AD(H)D,
medical conditions,
mental health
difficulties,
autistic spectrum
conditions,
Chronic Fatigue
Syndrome, M.E.
‘unseen disabilities’ (e.g.
asthma, epilepsy, heart
conditions, diabetes).
Declared by trainees in 15-16 cohort
Fitness to Practise
Disability or specific learning difficulty does not
preclude application to study for qualifications in
medicine, or social work.
teaching
However, students who take these courses are
required to comply with the Fitness to Practise policies
of the bodies which govern the respective professions
(General Medical Council, Department for Education
and Employment and the General Social Care Council).
Trainees’ entitlement
• The University (or any employer) is required to
consider making reasonable adjustments when a
disabled person/student may be placed at a
substantial disadvantage in comparison with a
person who is not disabled.
• What is ‘reasonable’ relates to the role and context
for individual students and schools.
7
How does UoW support those who have
declared a disability?
An appointment with Disability Services to discuss the following:
• the impact of your disability on your studies and any reasonable
adjustments required
• one to one support arrangements such as note taking, specialist study skills
or mentoring
• special exam arrangements
• liaising with your Departments
• screening for specific learning difficulties such as dyslexia and referral for
diagnostic testing
• advice on available funding for support, such as the Disabled Student
Allowances
• adapted on campus accommodation and campus accessibility matters
• referral and signposting to other services.
How does CPE support those who have
declared a disability?
• Recommend they discuss with Personal Tutor
• Recommend they use the Individual Support Plan
to identify their emerging and ongoing needs;
• Identify ‘reasonable adjustments’ to be
considered;
• Recommend they share ISP with all stakeholders.
ISP includes guidelines for possible stakeholder
actions:
ISP includes guidelines for possible
stakeholder actions:
• What the trainee should do:
• What the University will do;
– Take a pro-active, positive approach;
– Review the plan at the beginning of every training
placement in school to identify any potential
issues and the reasonable adjustments schools
may be able to make.
– University Subject and Personal tutors will engage
with the ISP in meetings with the trainee to
ensure that it is being used effectively, challenging
the trainee where this is not the case;
– University link tutors will engage with the ISP in
placement visits to ensure that it is being used
effectively, challenging the trainee where this is
not the case;
– University staff will signpost any causes for
concern in relation to the completion of the ISP
with the appropriate programme leader.
8
ISP includes guidelines for possible
stakeholder actions:
• What the School should do;
– Discuss, possibly prior to training placements, the
needs identified in the ISP and any reasonable
adjustments required to meet the trainee’s needs;
– Put in place reasonable adjustments which may
meet the identified needs of the trainee;
– Meet with the trainee during training placements
to review the ISP and their progress towards it.
What does this mean for schools?
• Consider putting in place reasonable adjustments
which may meet the identified needs of the
trainee;
Consider safe storage of medication;
Discuss period of time required to prepare
planning, flexibility in timescales;
Support need for limiting periods of time trainee
stands/sits;
What does this mean for schools?
• Discuss, possibly prior to training placements, the needs
identified in the ISP and any reasonable adjustments
required to meet the trainee’s needs;
 Ask the trainee if they have an ISP and if they wish to
share any information from their ISP;
 Link Tutors may contact Mentors to meet to discuss
specific needs;
 Be aware that trainees may have declared a disability
but have chosen not to share the details with schools.
What does this mean for schools?
• Meet with the trainee during training placements to
review the ISP and their progress towards it.
 Discuss review dates with trainee;
 Be mindful of emerging needs as workload
increases;
 Discuss any emerging issues with Link Tutor at
earliest convenience.
9
Increasing incidence of trainees with
‘mental health’ issues
• Be mindful of the increasing numbers of
young adults experiencing anxiety, depression
and other associated ‘mental health’ issues;
• This group may not wish to share their issues
but may well experience increasing stress as
they develop the skills necessary to become
teachers.
10