“An outstanding partnership for outstanding learner outcomes:
working together to develop and support confident, creative,
knowledgeable and reflective teachers”.
Year 3 Summer Placement
PGCE Summer Placement
Mentors’ Meeting
March 2014
Key Dates
• 24 March – 13 June (excluding Easter and half-term
dates). Induction week 24 – 18 March
• 31 March – 26 June (excluding Easter and half-term
dates). Induction week 31 March – 4 April
Yr 3 Partnership Meetings:
• Tuesday 6 May, 9.15am at Malton CP School or SSE room
WO27 1.30pm
• Wednesday 7 May, 1.30 pm (Hull Campus, Derwent Seminar
Room 4 – 4a)
• Thursday 8 May, 1.30 pm (Saltburn Primary School)
Key Dates cont’d
PGCE Partnership Meetings:
• Tuesday 3 June, 9.15am at Malton CP School or SSE
room C19 1.30pm
• Wednesday 4 June, 1.30 pm (Hull Campus, Derwent
Seminar Room 4)
People and their Roles
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Programme Director –Sue Pierce
School Experience Coordinator – Kay Fraser
Partnership Coordinator – Cecily Simpson
Schools Liaison Officer – Kim Metcalfe
Placement Tutors
Mentor
Class Teacher
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Partnership Area Tutors (PATs):
Sarah Teasdale (s.teasdale@hull.ac.uk)
Suzi Storr (s.storr@hull.ac.uk)
Theresa Brentnall (t.brentnall@hull.ac.uk)
Bernadette Cooley (b.cooley@hull.ac.uk)
Full contact details in handbook
Website
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Google – Hull University Primary Partnership
Handbook – conduct and absence, key details
Contact details
Dates
Documents
• Website
Student Preparation for
Placement
• Key Priority Areas – Behaviour
management/Maths/EAL toolkit/PE/National
Curriculum/
• Maths- APP/Level descriptors/I can statements
• Have had training in how to write own targets
MUST share pen portrait and initial targets with you on
1st day
Induction Week
Students have pre-placement checklist
School Routines and Policies
School staff
Children (names, levels of ability, individual needs,
SEN, approaches for assessing and recording)
Class Environment
Curriculum, Timetable and Teaching (school’s
approach, broad content, arrangements for any
shared teaching, resources, visits or visitors during
placement)
Agree teaching timetable for the first week
Files
• University file (blue) – record of supervision and
mentoring/TPDP/completed observation
proformas/blank forms
• Planning file – School information/wider professional
activities/weekly dividers – timetable; planning;
daily diary; weekly evaluations
• Monitoring and assessment – weekly
sections/formative assessment records/formative
assessment notes/examples of children’s work/end
of year report
Teaching Commitment
• FLEXIBILITY – dependent on student’s development
and/or school needs. PERSONALISED placement
• PGCE flexibility as going into new key stage
• 2 x ½ days PPA (in school)
• Need to negotiate if going back into same phase
and need to complete parts for standards e.g. visit
KS1 to complete phonics expectations
• During week 1 agree teaching load for remainder
of placement towards 70-75%
• Guide – 70-75 % by week 3 BUT BE FLEXIBLE, need
sustained period, quality rather than quantity
• Take into account targets from previous placement
Assessments
• Details in handbook on website
• Improved clarity p.15 Handbook
• (Exemplars for the trainees on ebridge)
Each day
• Formative assessment records for Literacy and Maths
• One piece of evidence to be collected from each lesson
(annotated, describes in detail LO, progress made, child’s
voice, next steps)
• ‘Post its’ (or similar) to note down observations about learning
or behaviour
Each week
• Detailed summary of learning using formative and pastoral
notes
• Update children’s targets and set new, share with children
Assessment cont’d
During placement
• Formatively assess progress in Science and
Foundation subjects taught using school’s
approach
• Write an end of year report (with guidance from
CT)
Weekly Meeting
• Crucial – this is students ENTITLEMENT and there is
FUNDING
• Agree when and where with trainee at start. Trainee to
take lead in negotiating
• Private, uninterrupted, appropriate length of time
• Work through TDP section of the TPDP
• Look at one/two standards each week in detail (may
refer to others).
• Students MUST be told their grades for each standard at
each review point.
• Weekly evaluation form – complete and sign with
trainee
• Trainee talk/discussion
• Questions
Student Evaluations
Lesson Evaluations:
• Analytical evaluation of each lesson – own learning
and children’s (details handbook p. 15)
Weekly Evaluation:
• Discuss progress made towards standards in weekly
meeting and set targets based on this
• Review targets each week
• Consider impact of actions over the week
Critically reflect on Standard 7:
• Log behaviour issues and strategies to address, set
targets when appropriate
Placement Tutor Visits
• Visit 1- 24 March – 11 April/Visit 1 – 31 March-25 April
- initial visit, touch base with mentor to clarify focus for
observation, 15-20 min observation, feedback and grade
• Visit 2 – 28 April – 2 May/6 May – 9 May
- Review point A
- Joint observation
- 2.5 hrs
- grades given
• Visit 3 – 19 May – 6 June/2 June – 13 June
- Review point B
- 1.5 hrs
- grade given
- check TDP process
- this may be moved closer to TDP if required
Observations and Grades
• Mentor – weekly formal observations except when placement
tutor observes – 1 joint at Review point A
- if mentor busy could be done by CT
• Review Point A – week ending 2 May, 9th May
(Grades to be discussed with and sent to Placement Tutors not
Partnership Office)
• Partnership Meeting – 6 May, 3 June (funding reduced by £95 if not
attend)
• Review Point B – week ending 23 May, 6 June
(Grades to be sent to Placement Tutors not Partnership Office)
• Final Grades – by 11 June (10 am), 24 June to Placement
Tutors
• Observation grid – to support observations, on website. Been a
valuable tool – please download and use during observations.
You could use phrases on the observation form
• Helpful if CT can do informal observations – oral feedback or
notes
Targets
• SMART (Specific, Measurable, Agreed, Realistic, Time
bound)
• Referenced to Standards
• Lack of experience in any area does not mean a grade
4
• Final targets to be completed by Personal Supervisor
after placement finished
• Personal tutors will use information received to set
targets. Placement tutors and mentors could write
possible targets on post it notes and place on the
student’s TDP
• Support material (NASBT and UCETT) guidance on web
page
Issues
• Inform – early as possible, informal chat better than
leaving it
• Need to know early if Grade 3,4 - inform PT who will
inform SEC.
• Discuss with Personal Tutor/Placement Tutor
• School Experience Coordinator alerted
• Action taken – Placement Tutor in communication
with the School Experience coordinator(s)
• If any changes to mentor – illness etc, please
arrange for someone from your school to inform us
• Dress code – please talk to the student if dress is
inappropriate e.g. skirts too short. Give stage 1 if
don’t comply
Finally…
• NQTs – any University of Hull NQTs in your school?
• Thank you for all your support!