Monday 4 th November 2013
Welcome!

Outcomes for the session:
 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).
 Understand Brunel’s new secondary partnership documentation to support the professional learning of our student teachers.

Partnership Priorities
 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.
 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.

PGCert Overview Profile and Initial Needs Analysis
Pre-course school experience
Specific areas of strength and development
CV
Overview
Profile and
Initial Needs
Analysis
Areas of interest
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 t argets 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)
 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:
 H - High
 G - Good
 M - Minimum
 U - Unsatisfactory
 Specified dates for PGCert and UG interim and end of phase Profiles

Profile processes for all phases
Interim phase
• Student self assessment making reference to specific evidence
• Mentor comment with rationale
• Grade is agreed
• Targets set for rest of phase
End of phase
• Student self assessment making reference to specific evidence
• Mentor comment with rationale
• Grade is agreed
• Targets set for next phase
Professional
Learning Action Plan
• 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.

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 60-
65% of this 80-85 %;
A further 33% of this 80-85% is for training activities;
A further 10%-15% of this 80-85
% is for training activities
Remaining non-contact time is for planning and assignment writing.
Remaining non-contact time is for planning and assignment writing.

PGCert only - Timetable Weighting:
Foundation Phase
School
Timetable
100%
20
25
30
Main Scale
Teacher
80-85%
16
20
24
Teaching
33% *
6
7
8
Other
Training
Activities
33%
6
7
8
Total
‘Contact’
66%
12
14
16
Research, and
Preparation
34%
4
6
8
* 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%*
20
25
30
16
20
24
10
12
14
Training
Activities
15%
2
3
4
Total
‘Contact’
75%
Planning and
Preparation
25%
12
15
18
4
5
6
* Please note: percentages and periods indicated are approximate and may be adjusted slightly where appropriate or necessary.