PGCE Full-time SE3 Briefing
March 2013
Aims
• Be aware of the expectations of SE3
• Understand what is expected of you during
the block experience
• Understand the documentation and how to
use it
Block School Experience 2013
7 weeks
Monday 29th April to Friday 21st June
Half-term May 27th-May 31st
Interim reports due on Friday May 10th and
Friday May 24th (via STASS)
Detailed Expectations for The Block
Experience
• EYFS placement on pages 3-7
• KS1/2 placement on pages 8-12 of the
handbook
• For each day, the role of the student teacher
and the role of the class teacher or mentor is
outlined
General Weekly Expectations From Week 4
Role of Student teacher Role of Class teacher or Mentor
• Manage the class 80% of
the time
• Ensure F,D&S profile is
annotated as appropriate
• Complete weekly plans
for following week
• Plan for 10% CPD time
• Complete Reflective
Learning Journal – this
should evidence your
engagement with issues
that have arisen
• Trained mentor to undertake
weekly appraisal
• Read reflective Learning
Journal from previous week
• Check all files
• Annotate and sign off
standards from FD&S profile
where evidenced
• Ensure trainee’s planned CPD
time is appropriate and
supported/ enabled
Further clarification of your role
• Weeks 1-3
60/70% teaching, 10% CPD, 10% PPA
Additional time to spent in observation or
supporting the teacher
• From week 5
You are expected to take on the class teacher’s
role in leading team planning meetings
The M&A Audit file
Please refer back to all relevant university
lectures to complete this.
Your ability to complete the sections:
• Assessment for Learning
• Assessment of Learning
• Statutory Requirements
is informed by your understanding of the
relevant standards. These sections will
contain material which will allow you to
answer the M&A questions set out in the
Handbook.
The Appraisal - Be Pro-active
Ideal scenario
• Appraisals are arranged at weekly intervals at start of
block (6 in total including the exit appraisal)
• Student teacher prepares all paperwork for each
appraisal
• ALL files are out and available – the mentor should
not need to ask for them
• Mentor looks at all files as part of appraisal, adds
notes of guidance, signs reflective learning journal
and returns to student teacher
• The mentor follows YSJU mentor guidance on
carrying out the appraisal
Appraisal Checklist for Mentors and Link Tutors
Before an appraisal the student teacher should give to
the mentor and/ or link tutor:
• The relevant appraisal pro-forma with the target(s)
from their previous appraisal;
• A copy of their session plan
• Any relevant resources
• A copy of any written assessment they are carrying
out with the children
Appraisal Checklist for Mentors and Link Tutors
Before an appraisal the mentor/ link tutor should:
• Discuss the session plan with the student teacher,
the relevant contextual information and the target(s)
for this appraisal, ensuring that these are recorded
on the appraisal form
• Arrange a time when s/he plans to have the
Reflective Discussion after the lesson
• N.B. All standards have to be met again on this SE
• Students should collect 3-5 pieces of evidence
Appraisal Checklist for Mentors and Link Tutors
During the appraisal the mentor/ link tutor should:
• Compete the relevant appraisal proforma,
highlighting the grading statements which match
what is observed;
• Write some formative comments and areas to ‘think
about’;
• Ensure there is a comment on planning, this is
essential in the first 3 appraisals if the student is to
move to revised planning thereafter
Appraisal Checklist for Mentors and Link Tutors
After the appraisal the mentor/ link tutor should give themself
and the student teacher some respite then:
• Find an appropriate place to discuss the lesson;
• Discussion is a two-way process – record the student
teacher’s and his/her comments on the Record of
Discussion
• Agree if target(s) have been met and set target(s) for the
next appraisal;
• Both sign the Record of Discussion
• Sign off standards which have been met through this
appraisal in the Formative, Diagnostic and Summative
profile;
• Give the student teacher a copy of the Record of Discussion
and the appraisal proforma as soon as possible after the
discussion
Grading guidance
• Appendix 4 of the SE3 Handbook explains how to use
the Teaching Standards to inform PGCE grading.
• This should be used for Interim reports and the final
report.
• Judgements should take into account the context of
the setting and whether there has been opportunity to
demonstrate the expected standards.
The Exit Appraisal
• This is normally conducted by the Link Tutor
with Mentor involvement as a quality
assurance process.
• The exit interview questions are on p 35 of the
handbook.
• Please prepare for this fully, using information
from the handbook.
• If you or your mentor are unsure about any
aspects of this process please contact your
Link Tutor.
Dealing with problems
• Mentors are requested to use the Additional Targets
Proforma (p18 of generic handbook) if they have
concerns that a student teacher is not progressing
appropriately towards achieving a successful
placement
• They are to identify on this proforma specific targets
to be met by a specified date (usually a week) and
are to indicate the specific strategies by which these
targets will be gained.
• If these targets are not met the Link Tutor will
normally come into school to carry out a shared
appraisal.
External Examiner Visits
• A small number of student teachers will be visited by
an External Examiner in order to look at standards
and practice. This is part of quality assurance
procedures.
• This has no impact on your grading
Appendix 1 and 3
• Appendix 1
Personalised learning (p. 31)
This, when completed, forms part of section 2 of the
M&A Audit File
• Appendix 3
Equal Opportunities school-based task (p.44)
These are explained fully in the Handbook
This is a reminder that they are there!!
Any
Questions?