PGCE School Direct Phase 1 training and Development Meeting for Mentors and trainees www.derby.ac.uk/ehs P.G.C.E. Leader Dave Benson Programme Leader d.a.benson@derby.ac.uk 01332 591851 www.derby.ac.uk/ehs ITE Partnership Website www.derby.ac.uk/ppweb USERNAME: primary PASSWORD: w2eb415log Direct email addresses & telephone numbers All PT documentation Exemplar Materials Dates for Your Diary FAQs Photo Gallery Module Booklets Induction Day: To be arranged between school and trainee SLT Checklist & Health & Safety checklist Induction Weeks : First two weeks of school placement Orientation Phase : Beginning of school term (dependant on county – 17th October Practice and Review Phase: 3rd November – 19th December Planning Day & AP1 (part 1): Fri 26th September AP1 (part 2): Mon 6th October AP2: Thursday 14th November AP3: Friday 12th December www.derby.ac.uk/ehs The Assessment Handbook Assessment Handbooks provide stage specific grading criteria. Structured around all of the teaching standards Specific to the trainees’s stage of development Criteria to support grading decisions Criteria can be used to assess current attainment Criteria can assist target setting Report formats for Assessment Phase 1, 2 and 3. Guidance on supporting underperforming trainees No other grading criteria to be used to assess attainment www.derby.ac.uk/ehs Training Plan The training plan is a document which is set up pre-course and maintained throughout the duration of the course to track achievements and set targets based on regular needs analysis. It will form the basis of weekly Trainee/Mentor meetings and is set against the Teaching Standards. Task: Trainee and Mentor – on the Needs Analysis document provided, think about previous experiences of your work in schools and look at which aspects of the T Standards criteria in the assessment handbook you would consider to meet the grade 3 or even grade 2 categories for each standard (1-8) (see exemplar for guidance) www.derby.ac.uk/ehs The Placement File It is important to regard the placement file not as a bureaucratic inconvenience but as a meaningful: tool for securing effective planning and teaching store for information about what children have achieved and what they need next a place to account for and illustrate the student’s own progress and attainment against the standards, particularly in terms of outcomes for children a developing portfolio of best practice a statement of values and aspirations www.derby.ac.uk/ehs Orientation Weeks Trainees must be proactive – these weeks are vital to a successful placement Compile class data and assessment information so they have a sound understanding of the needs of the class Maintain and engage with Training Plan Identify 3 PLP children Carry out focused observations to support their knowledge & understanding of the pupils, the class routines and systems & to develop their awareness of best practice Gather copies of the school’s systems for planning, relevant resources and other pertinent information to support their planning for the main block Support groups of children, within mentor’s own planning Whole class interactions e.g. register, circle time, story time ULT will phone to check on progress (ek1 or wk2) Trainees are not expected to undertake any whole class teaching during these two wks www.derby.ac.uk/ehs Orientation Weeks Trainees must evidence their actions by completing Pupil Needs Audit Context for Learning and Teaching (p__) Positive Behaviour Plan Assessment rationale and collection of data They must maintain RRP PT File (Guidance on p__) Records of observations Weekly Mentor Meeting Progress Checklist (p__) Professional Development Timetable www.derby.ac.uk/ehs Placement File Expectations An interactive file glossary is available online via the Reflective Teaching Modules. It describes and illustrates what is expected at each stage of the programme. Examples and exemplary materials are available via hyperlinks. Students are expected to explore the file glossary thoroughly as a preparation for their placement. www.derby.ac.uk/ehs Assessment Phase 1 Assessment Phase 1 The AP1 report is written at the end of the Assessment Phase 1 and is in two parts ASSESSMENT PHASE 1 (AP1) REPORT – PART ONE Assessment of Attainment at the end of Orientation ASSESSMENT PHASE 1 (AP1) REPORT – PART TWO Planning Confirmation Day – Readiness for Placement www.derby.ac.uk/ehs Practice and Review Phase The relevant module booklet contains detailed information on the range, variety and % teaching requirements for each week of the main block. Clear explanations of trainee and mentor ‘tasks’ However Opportunity for personalised response to trainee need Contextual factors are recognised www.derby.ac.uk/ehs AP3 summative comments and targets for next placement or induction year. Prior Learning (previous summative comments, audits, action plans) Practical Teaching Daily and informal feedback and coaching Assessment Formal assessment points at end of AP1 and AP2 with actual attainment and predicted attainment grades. Targets towards ‘good’ Moderation by SLT and ULT Cycle Weekly progress meeting and review of RRP. Planning next steps in the journey towards at least ‘good’. Appraisals with clear assessment of strengths & targets for development www.derby.ac.uk/ehs Partnership The agreed purpose of partnership arrangements is to provide an appropriate learning environment and forum for continued personal and professional development whilst supporting trainees in their training and teachers in schools. The ultimate aim of this partnership is to continue to improve the quality of children's educational experiences and the professional development of teachers, trainees and tutors in school and the University. ''One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.'' (Carl Gustav Young, Swiss psychologist and psychiatrist) www.derby.ac.uk/ehs