INTENDED OUTCOMES FOR THE STUDENTS
To have experience of observing teaching across at least 2 age phases
To have experience of independently teaching and planning sequences of lessons in
numeracy, literacy, science and at least one foundation subject
To understand how assessment fits into the planning and teaching cycle
To be confident in teaching whole class lessons independently
To have evidence in your PDR of meeting the Teaching Standards
Engage with the completion of workbooks on phonics/reading, managing pupil behaviour
To complete tasks: core tasks, child study/profile
Additional information for this and other placements is found at:
www.mmu.ac.uk/education/partnerships/primary
THE HEADLINES – PG CORE ROUTE
Summary Page 28
Week 1 - Early Reading and Phonics (w/b 6th October)
Week 2-5 - Building up teaching to 60% - mainly Core (starting 20th October)
Week 6- 11 – Maintain 60%
This involves – planning, teaching and assessing (marking and keeping records) - doing what teachers do
And gradually …. the rest of it – See Appendix 1
Tasks
Contextual Analysis
Key Issues and Targets
Child Study
Phonics & Numeracy tasks - KS1 &/or KS2
Managing Pupils Behaviour
Plan, teach and be observed teaching Early Maths (Foundation to Year 6)
Keep a Weekly Review
TARGET SETTING AND REFLECTION
• Students should have begun to identify initial targets at the
outset of the placement through their PDR tutorials
• As the student gets feedback from their teaching and
engagement with the placement, these will also feed into
the target setting process
• They should also identify some Key Issues which they need
to work on that specifically relate to this school. Eg.mixed
age classes, Pupils with EAL, using the outside classroom (HB
p. 11)
• The student should be reflecting on their progress on a
weekly basis
CHILD/PUPIL PROFILE
• It is suggested that you ask the class teacher to help
you identify a child for this
• The purpose is for you to look in depth at the learning
and achievement of a particular child
• You need to look to see how teaching and learning
enables this child to learn.
• You might like to select a child with SEN but this is not
a requirement.
• The study will help you look in more detail about a
particular child.
WEEKLY REVIEW – STUDENTS NEED TO . . .
• At the end of each week review their progress. Show
what they have achieved
• Evaluate their successes and areas of difficulty. Return
to their targets and key issues
• Share this with you (class mentor) as a point of
discussion.
• Try to set up at least one meeting with you (class
mentor) each week when you can talk about your
progress.
PROCESS OF ASSESSMENT
Key strands:
• Record of lesson observations – RoLOs
• Using feedback to help the student move forward
following assessment
• Using the grading criteria throughout the placement
• Interim reports
• Final report
ROLOS (RECORD OF LESSON OBSERVATIONS)
Who?
What?
Why?
Where?
When?
How?
FORMAL FEED-BACK
• As soon as possible; verbal and written feedback.
• Identify 1-2 points to discuss with specific advice and
short summary of any minor points.
• Summary ‘what next’ and discuss what student has
learnt.
• Agree future targets using grading criteria with
suggestions of how to achieve them.
• Make targets direct and specific with timescales.
THE GRADING CRITERIA
• To be used formatively and summatively.
• Helps provide student and Class Mentor with a
structure to base discussions of progress around.
• Highlight where student and class mentor believe them
to be ‘working at’ at least twice over the placement.
• Use the highlighted grading criteria to inform Interim
and Final Reports.
SBT REPORT
• Used this year for both PG1 and PG Final
placements to measure progression
• Context section to provide mentors with
more information of previous experiences
• Indicate highlight colour used for each
assessment point over the year
• Targets need to have Standards referenced
INTERIM REPORT
University Tutor visit w/b 24th November 2014
• Joint observation by the University SBT Tutor and the Class Mentor
(class teacher) or Mentor – usually about 20 mins of the lesson
followed by a discussion between the observers
• Review of the student’s files, Professional Training and
Development Handbooks and tasks
• Discussion of the draft Interim Report
• Agreeing grades for the student
• Feedback to the student by the SBT tutor
NB: Please ensure that the agreed Interim Report is emailed to the SBT Tutor
and the Placements Office as soon as possible after the Interim visit but no later
than 1st December ‘14
FINAL REPORT
University Tutor visit
w/b 12th January 2015 for Core PG students
w/b 26th January 2015 for SD PG students
•
No observation at this visit
•
•
•
•
Review of the student’s files, Professional Training and Development Handbooks
and tasks, with particular note of progress and evidence of progression since the
Interim
Discussion of the draft Final Report
Agreeing grades for the student
Feedback to the student by the SBT tutor
If student has not progressed in a section leave interim colour.
•
NB: Please ensure that the agreed Final Report is emailed to the SBT tutor and the
Placements Office as soon as possible after the Final visit but no later than 23rd January
‘15
GRADING STUDENTS
Grade 1 Profile student:
4 or more Grade 1s which must include: Professional Practice - Teaching at Grade 1. No
Grade 3s
Grade 2 Profile student:
4 or more Grade 2s which must include: Professional Practice - Teaching at Grade 1 or 2
Grade 3 Profile student:
A Grade 3 in Teaching is a Grade 3 overall
4 or more grade 3s is a Grade 3 overall
Fail Profile Student:
Grade 4 in ONE or more elements
In a situation where a student has a varied profile across the grades, a professional
discussion will inform and determine the overall outcome
REQUIRES IMPROVEMENT-GRADE 3
• Pro forma to be used (found on Partnership
website) to support students. Written by
University Tutor and mentor(s)
• Clear SMART targets needed to indicate how
the student will be supported with
improvement.
• Follow up support offered during University
sessions
AT RISK OF FAILURE @ INTERIM
• Inform University as soon as possible if you have
concerns, do not wait until Interim. Extra support from
University Tutor.
• Let the student know of concerns; evidenced by RoLos.
• Clear audit trail of RoLos: evidence areas of concern
identified, targets set and monitored.
• ‘At Risk’ proforma MUST be completed by University
Tutor, Class Mentor with student present at Interim.
• Set clear targets, action points with timescales.
• Extra visit to support student by University Tutor after
Interim and Senior Moderator visit.
PLANNING AND TEACHING
• Work with groups and individuals using the teachers’
planning initially
• Move on to planning for groups/part of the lesson
• Whole class planning (supported by the teacher)
• Independently planning (using the school’s medium
term/unit plans)
• Work towards teaching 60% by Interim (mix of whole
class and groups but adjusting the balance of this as the
placement progresses)
PHONICS AND MATHEMATICS TASKS
• Students will have been briefed about tasks related to
these core areas –presented and completed in
purposely designed booklets
• Phonics tasks will take place in the week beginning
• 29th September – School Direct route students
• 6th October – PG Core route students
• Counting and calculation tasks to be negotiated
ANY OTHER QUESTIONS
Phil.Wright@mmu.ac.uk – PG Core Cohort Leader – Crewe
b.steele@mmu.ac.uk – PG Core Cohort Leader - Manchester
d.hadwen@mmu.ac.uk – PG SD Cohort Leader
primaryplacements@mmu.ac.uk
(0161 247 5337/5065/5172)
http://www.ioe.mmu.ac.uk/partnerships/resources/primary/
Website has proformas of all SBT documentation and examples of RoLo,
report and ‘Requires Improvement’ and ‘At Risk' Proforma
BEING A MENTOR
Is this how you feel ..?
About the take chance on developing and supporting a new colleague into the
profession
About to take the plunge!!