Brunel Secondary Partnership
Conference
Friday 27th September 2013
Welcome!
Outcomes for the day:
 Understand the changing landscape of Initial Teacher
Education (ITE), the nature of partnership and our roles
within current and likely future arrangements.
 Develop your skills as Mentors and Professional Coordinating Mentors (PCMs).
 Develop your understanding of how to use Ofsted criteria
to observe lessons and provide feedback.
 Understand Brunel’s new secondary partnership
documentation to support the professional learning of
our student teachers.
 Meet with your student teacher and begin the process of
collaboratively planning the professional learning
programme.
Improving Outcomes for Student
Teachers
Partnership Priorities
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Use of data across the partnership to support student outcomes;
Documentation and processes;
Integration of university and school provision;
Enhanced provision required for Student Teachers:
 Meeting the needs of gifted and talented pupils, EAL pupils and
those from ethnic minority backgrounds (TS1, TS5);
 Pupil attainment, progress and outcomes (TS2, TS5, TS6, TS7);
 Communication with parents (TS8);
 Reflecting systematically on the effectiveness and approaches to
teaching (TS3, TS4, TS5, TS6);
 Unit and lesson planning (TS1, TS4);
 Monitoring, assessment and reporting (TS2, TS6, TS8);
 Working with support staff (TS8);
 The use of ICT (TS4);
 Safeguarding, e-safety (Part Two);
 National Curriculum (TS3, TS4);
 Subject knowledge (TS3);
 Literacy and numeracy (TS3).
Effective target setting - a Brunel Secondary
ITE Partnership development priority area
 Students, PCMs, mentors and departmental colleagues
understanding and using the Profile level descriptions
effectively and consistently
 Aspirations for all student teachers to meet the high
level descriptions for the Teachers’ Standards
 Designing professional learning experiences that
support student teachers meeting these aspirations
 Effective feedback – verbal and written
 Effective target setting – SMART and supports student
teachers in meeting the high level descriptions
 A continuous process of professional learning
The Professional Learning Process
Course Preparation
Foundation Phase
Development Phase
Consolidation Phase
First Post/Induction
The Professional Learning Process
Identified Professional Learning Needs
(Foundation Initial Needs Analysis or Development/Consolidation Action Plan)
Professional Learning Activities and Timetable
Weekly Professional Learning Targets
(Weekly Professional Learning Record: Meeting)
Weekly Professional Learning: teaching/other activities
(*Lesson Feedback Record and Professional Learning Activities)
Interim profile
Weekly Professional Learning: teaching/other activities*
End of Phase Profile
Planning Professional Learning Needs
The following documents provide key information which identifies
professional learning needs at the start of the three phases of the course.
 The Overview Profile (PGCert p4)
Foundation phase background information including details about precourse school and other experiences.
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Foundation Phase Initial Needs Analysis (PGCert p20)
Development Phase Action Plan (PGCert p38-39/UG p13-16)
Consolidation Phase Action Plan (PGCert p55-56/UG School
Experience Handbook p122)
Informs the student teacher’s learning priorities for the phase. This is
completed following discussions with the university tutor and school
mentor.
A Student Teacher Case Study
(Foundation Phase Example)
PGCert Overview Profile and Initial Needs Analysis
Pre-course school
experience
Specific areas of strength and
development
Overview
Profile and
Initial Needs
Analysis
Areas of interest
CV
Interview and
application data
Subject knowledge
Activity 1 – Target setting and designing for
initial needs
 Review the information you have gathered from the
Overview Profile and Initial Needs Analysis for Student
Teacher X.
 Use this to complete the ‘Action and Support’ column of
the Initial Needs Analysis document.
Weekly Professional Learning Record (WPLR)
(PGCert p21/UG p25)
In preparation for the weekly timetabled meeting:
 The Student Teacher reflects on the week’s professional learning and
collates evidence against targets that were set for the week;
 The reflective process includes considering targets met and possible
targets for the following week;
 The Student Teacher completes most sections of the WPLR in advance
of the meeting.
In the meeting:
 Professional learning and evidence for the week is discussed, using the
record as a focus;
 Focussed targets are set in relation to the Teachers’ Standards for the
following week;
 Some of these targets feed into the Lesson Feedback Record (LFR);
 The content of the meeting is recorded on the WPLR.
Brunel Lesson Feedback Record (PGCert
appendix/ UG p57-63)
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Number of Lesson Feedback Records (LFRs) required:
 Foundation phase: 2 x LFRs per week or 4 x per fortnight.
 Development and consolidation phase: 3 x LFRs per week or 6 x per
fortnight.
 Transition phase into first post/end of consolidation phase: total of 3 x
transition LFRs, which use Ofsted grading of lessons.
Provided for the observer by student for targeted lessons: blank LFR; copy of
lesson plan; Teachers’ Standards laminate; other info i.e. seating plan,
resources etc.
Completed LFR accompanied by annotations on the student’s actual lesson
plan. (Annotate lesson plans for lessons without LFRs).
Weekly TS targets included by student in advance on LFR.
Lesson specific TS targets drawn from last LFR and again included in advance
on LFR.
Comments on pupil progress and achievement against intentions for the lesson.
Strengths and targets using TS and TS evidence outside of these targets too.
Descriptors which set aspirations for high quality lessons mapped to TS.
Professional Learning Activities (PGCert
appendix/UG p17)
 Meeting student teacher’s individual learning needs
 Addressing partnership priority areas (which include
national priority areas)
 Cross referenced to Teachers’ Standards – evidence of
learning
 Facilitate learning outside of class teaching
Activity 2 – Target setting and designing for
ongoing weekly learning needs
 Consider the WPLR and associated evidence for
Student Teacher X for two consecutive weeks. In
preparation for week 3 for this student please complete
the following:
 Complete the Teachers’ Standard related targets section
at the end of week 2’s WPLR in preparation for week 3;
 Identify which of these targets would appear in the LFRs
for week 3.
Recap of the Professional Learning Process so
far…
Weekly Professional Learning: teaching and other activities
Interim profile
Weekly Professional Learning: teaching and other activities
End of Phase Profile
The Interim and end of phase Profile (PGCert
p29/UG p27)
 Consistent descriptors based on nationally agreed
criteria
 Grading system is:
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H
G
M
U
- High
- Good
- Minimum
- Unsatisfactory
 Specified dates for PGCert and UG interim and end of
phase Profiles
Profile processes for all phases
Interim phase
End of phase
Professional
Learning Action Plan
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•
•
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Student self assessment making reference to specific evidence
Mentor comment with rationale
Grade is agreed
Targets set for rest of phase
•
•
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Student self assessment making reference to specific evidence
Mentor comment with rationale
Grade is agreed
Targets set for next phase
•
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Draws on targets from last end of phase Profile
Inform the early TS targets in the Weekly Professional Learning Records
Informs the early TS targets in the Lesson Feedback Records
Informs Professional Learning Activities
Activity 3 – Target setting and designing for
next learning phase needs
 Review the end of phase profile for Student Teacher X.
 Use the information to set targets for the Development
Phase for 3 of the Teachers’ Standards.
 Look at the Professional Learning Action Plan (PGCert
p38/UG p13) to see how the profile document is used to
agree and set targets for the next phase.
What next?
Contacts and Website
 Sunita Babbar (PGCert Mathematics): sunita.babbar@brunel.ac.uk
 Anne Chappell (PGCert Physical Education):
anne.chappell@brunel.ac.uk
 Cathy Gower (BSc Secondary Education and Physical Education):
cathy.gower@brunel.ac.uk
 Sarmin Hossain (PGCert Computer Science and Information
Communication Technology: sarmin.hossain@brunel.ac.uk
 Rob Toplis (PGCert Science): rob.toplis@brunel.ac.uk
 Partnership Development Unit: sse@brunel.ac.uk
 Michelle Evans (PDU Manager): michelle.evans@brunel.ac.uk
 Partnership website:
http://www.brunel.ac.uk/sse/education/partnerships/secondary
PGCert only - Timetable Weighting
Foundation:
Development and Consolidation:
Normal teacher teaches
approximately 80-85% of full
timetable;
Normal teacher teaches
approximately 80-85 % of full
timetable
Trainees should plan units
and lessons for
approximately 33% of this
80-85%;
Trainees should plan units and
lessons for approximately 6065% of this 80-85 %;
A further 33% of this 80-85%
is for training activities;
Remaining non-contact time
is for planning and
assignment writing.
A further 10%-15% of this 80-85
% is for training activities
Remaining non-contact time is for
planning and assignment writing.
PGCert only - Timetable Weighting:
Foundation Phase
School
Timetable
100%
Main Scale
Teacher
80-85%
Teaching
20
16
25
30
Other
Training
Activities
33%
Total
‘Contact’
66%
Research,
and
Preparation
34%
6
6
12
4
20
7
7
14
6
24
8
8
16
8
33% *
* Please note: percentages and periods indicated are approximate and may
be adjusted slightly where appropriate or necessary.
PGCert only Timetable Weighting: Development
and Consolidation Phases
School
Timetable
100%
Main Scale
Teacher
80%
Teaching
60%*
Training
Activities
15%
Total
‘Contact’
75%
Planning
and
Preparation
25%
20
16
10
2
12
4
25
20
12
3
15
5
30
24
14
4
18
6
* Please note: percentages and periods indicated are approximate and may
be adjusted slightly where appropriate or necessary.