· Web viewYou are expected to keep your own learning journal (in addition to your Teaching and Planning Files) as you progress through the programme; listing your thoughts, observations

Page | 1 SET – Music SD York St John University Secondary Partnership 2018/19

School of EducatioInitial Teacher EducationPGCE Secondary

School Experience Tracking Handbook SE1(SD Music)

Developing Outstanding Teachers in an Outstanding Partnership

Contents

Introduction to SET and reflective writing

Introduction week activities Week 3

Introduction to SE1 and attendance record

Checklist

Professional Studies learning activities

Observing Lessons – Guidance for the beginning of SE1

Example of a completed mentor meeting proforma

Example of a completed lesson appraisal proforma

Week 4 24/9

Week 5 1/10

Week 6 8/10

Week 7 15/10

Week 9 22/10

Week 10 5/11

Week 11 12/11

Week 12 19/11

Week 13 26/11

Week 14 3/12

Week 15 10/12

Week 16 17/12

End of term 1 experience

Professional studies core sessions

Part 2 Student evidence/comments


INTRODUCTION TO THE SCHOOL EXPERIENCE TRACKING HANDBOOK (SET)

The SET is a tool designed to enable you to chart your progress through each placement. Each Friday you will be expected to upload your updated SET onto your Mahara Professional Development Portfolio. This is to enable school mentors and university staff to access your documentation all in one place. The SET guides you through the requirements of the school placement week by week and all documentation should be completed electronically in the SET by the student teacher or mentor, as required.Each week is hyperlinked for ease of use and allows mentors and link tutors to have an overview of your progress week by week. There is a link at the bottom of each section to take you back to the table of contents (TOC)

The use of the SET will be explained to you in detail during the introduction and induction weeks in university.

REFLECTIVE LEARNING JOURNAL

You are expected to keep your own learning journal (in addition to your Teaching and Planning Files) as you progress through the programme; listing your thoughts, observations and reflections to feed into your writing and discussions. The journal is yours and whilst it may be confidential it is expected that you may share elements of this with your mentor/link tutor. Its purpose is to facilitate the development of your reflective practice and to develop your understanding of yourself in a professional context and the emergence of your professional identity. It is hoped that the journal will enable you to gain an insight into your own developing practice and your sense of what constitutes ‘good practice’ in the teaching and learning of your subject. You should draw on your learning journal entries when doing the reflective writing to accompany your student teacher profile.

To consider: Use primary and secondary evidence to support and challenge your ideas. Try to demonstrate your analysis of events and avoid self-indulgent anecdotes. What issues underpin the observations you have made? How are your values shaped by your experiences this year and how far do your values affect your

understanding of your experiences?

Reflective writing as an academic discipline

“Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important in learning.”Boud, Keogh and Walker (1985, p19) Cited in: Bolt, E and Powell, J. (1993, p2)

Reflection as a tool in Higher Education:• It is concerned with the process and not the product and has a variety of pathways. • Reflection is a process that is personal and erratic. • We all reflect on things in different ways and that can depend on the context, emotion, level of

involvement and our previous experiences in addition to many other variables. • It does not follow a set pattern and it is not just describing an event.• It cannot be taught but only encouraged and supported under the right conditions.

When completing your reflective writing to accompany the standards you will be using key skills from Bloom’s taxonomy: Comprehension – the ability to interpret meaning Analysis – comparing key elements Synthesis – combining with your own experiences and that of others Evaluation – justifying your conclusionsReflection and critical thinking are not the same thing, reflection is more than thinking even though it is central to the process. The highest level according to Hatton and Smith (1995) is Critical Reflection and demonstrates an awareness that actions and events are not only located in, and explicable by, reference to multiple perspectives but are located in, and influenced by multiple historical, and socio-political contexts.TOCPage | 3 SET – Music SD York St John University Secondary Partnership 2018/19

Weekly Learning Activities

These suggested activities are to support further subject knowledge development, pedagogical knowledge, understanding and skills and wider professional development. These learning activities are in addition to SOL activities and reading and research.

Induction week 10-14th September

Use the table below as a checklist at the end of the introduction week.

Introduction Week 17th – 21st September 2018 Week 3

Focus: Professional Studies Understanding How Children Learn Transition: Phonics and Early Reading Curriculum Planning Effective teaching and Learning Strategies Relating Learning Theory and Studies to

Pedagogic Practice Introduction to Differentiation Planning a Lesson

Focus: Subject Studies

Aims of Education Transition Resources for Teaching and

Learning Introduction to Assessment for

Learning (AfL) and Pupil Progress

Teaching standards

Completed with mentor(please initial)

Completed independently(please initial)

Professional Development Portfolio (PDP)

Ensure that you have set up your PDP and that you have looked at examples of good practice.

PPC

TS1-8

Subject Knowledge Audit

Update this from the June entry. Upload this onto your PDP (Mahara)

TS3

Professional Studies

Make sure you have read the section in your subject handbook about the PS assignments

TS1-8

Subject StudiesMake sure you have read the section in your subject handbook about the SS assignments

TS1-8

Reflective JournalThis is not a shared document but you need to set it up in a way that will enable effective use.

TS8

TOC Page | 4 SET – Music SD York St John University Secondary Partnership 2018/19

Have you shared your Mahara secret URL with your mentor and link tutor?

Introduction to SE1

Student teachers will be expected to be operating at the novice level characterised by the ability to carry out specific tasks in the classroom, prepared under direct supervision of an experienced teacher, in line with their agreed plan. A steady increase in timetable to 40%* by the end of Term 1

School Experience Details:

Subject Mentor:

Professional Mentor:

Link Tutor:*40% of a full time teacher’s timetable – approximately 10 lessons in a 25 lesson weekDuring the autumn and spring term student teachers will take on increasing responsibility for whole class teaching and by the consolidation phase of their training should be consistently teaching a 70 – 75% timetable.

Student teachers are expected to be in school at all times indicated on the programme calendar. Any absence must be reported as per the school policy and absences recorded below:

Date: Reason for absence: Mentor signature

TOC


Please complete your SE1 details below

Reflective Journal Task

How are you settling in? What is your first impression of your specialist subject in your school?

Please type response in this box (The box will not expand – a brief reflection is all that is needed)


Checklist for hand-ins of documentation SE1 (September - December 2018)

Please note that mentors should keep a copy of all documentation.Student teachers should keep a copy of all documentation.

What When WhoSchool Experience Tracking Handbook SE1(SET)

Used daily.Uploaded weekly.

Final version uploaded by Monday 17 December

StudentUpload onto Mahara

Reflective Learning Journal Weekly – guidance in SET

Student

Lesson Appraisals(All student teachers to ask mentor exercise book for all informal notes for host teachers)

WeeklyOne formal observation per week from October half term

Mentor.

Weekly Subject Mentor record sheet Weekly StudentMentorCompleted on SET

Review point for first evidence bundle on observations and good practice. See Student Teacher and Mentor handbook for guidance

Monday 22 October StudentTo be completed on Mahara

Interim Report Monday 12 November MentorSubmit via STASS

Review point for second evidence bundle on planning and assessment. See Student Teacher and Mentor handbook for guidance. (Mentors should discuss this with students prior to completion of final documentation)

Friday 14 December Students to upload and complete on PDP in Mahara

Final report and Summative report(Guidance in Student teacher and mentor handbook)

Monday 17 December MentorSubmit via STASS

Teachers Standards Part 2: Evidence sheets + student teacher comments

Monday 17 December StudentIn SET

Attendance record sheet Monday 17 December StudentIn SET

Review of Professional Studies school based core training/sessions for SE1

Monday 17 December StudentIn SET

Student teacher evaluation form for SE1 Monday 17 December StudentCompleted by electronic survey – link will be sent

Mentor evaluation form for SE1 Monday 17 December MentorCompleted by electronic survey – link will be sent

Mentors should also refer to the procedures for Additional Support to ensure interventions are made as soon as possible to support student teachers.Handbooks and documentation are available online at: https://www.yorksj.ac.uk/schools/education/initial-teacher-education/pgce-secondary-programme/mentor-training/


https://www.yorksj.ac.uk/schools/education/initial-teacher-education/pgce-secondary-programme/mentor-training/

https://www.yorksj.ac.uk/schools/education/initial-teacher-education/pgce-secondary-programme/mentor-training/

Additional Professional Studies learning activities

Undertaking the learning activities outlined below is intended to support your knowledge and understanding of wider professional issues. This list is not exhaustive and is likely to be added to by your professional mentor at school.

Professional Studies Learning Activities/Checklist for School Experience

Student teachers should undertake the following learning activities during the programme and put evidence of this in your PDP to support your evidence bundles. For example a copy of a school behaviour policy might be annotated and put in your PDP as part of a bundle with a paragraph included in your reflective writing

The following core (essential) activities are agreed for the placement:

Please highlight once completed

Autumn (SE1)1. Induction at base school/SE1

(expectations of working in the school, school tour, distribution of policies/procedures)

2. Safeguarding – including a focus on e-safety and use of social media. Personal safety within professional environment.(potential use of materials from CEOP – Child Exploitation and Online Protection Centre)

3. General Data Protection Regulation (GDPR) – introduction and implications

4. Assessment 1: focus on using data to support pupil progress (links to marking and assessment, target setting and tracking progress etc.)

5. Pastoral Care 1: The role of the form tutor and the pastoral curriculum

6. Classroom management(behaviour management and rewards policy, school routines/expectations etc.)

7. Inclusion: focus on differentiation for SEND and high attaining pupils

Please note these activities should be done in liaison with your mentor.

For all activities you need to reflect on what you have learned and how that will support your own professional practice and the potential impact on pupil learning and progress.

Your mentor might suggest different activities that are more appropriate to the school

TOC


Beginning SE1 – Observation GuidanceTask - Highlight and add comments on this guidance to support your evidence collection

and upload to Mahara for bundle one

Structured Observation

This is an opportunity for student teachers to observe other teachers and reflect on observed practice. Structured observation is an essential part of every student teacher’s induction to the school environmentethos, procedures, professional practice and classroom management. Therefore it is awarded a high profile during the first three weeks of the placement.Observation should be at least 40% of a qualified teacher’s timetable (this equates to at least 10 lessons of a 25 period timetable).

Lesson observation is an important part of the learning process on your road to becoming an effective classroom practitioner. It enables you, the student teacher, to see a wide range of approaches, of styles, and of the evaluation that follows. This can be either with the teachers themselves, or in private reflection, or both. This will help you to develop an understanding about what constitutes an effective and stimulating lesson which will be of clear benefit to you both as you start teaching, and as your career continues.

When observing experienced teachers, it is vital to remember that you are there to observe the impact of the various sections of the lesson, and activities therein, on the learning of the pupils. You are not there to make judgements on the quality of the lesson.

Before each lesson observation it is important that you speak with the host teacher to discuss your role in the classroom, and to agree a focus for your observation. If possible (but not essentially) this could be related to the Teaching Standards. A clear focus for each observation is important in order for you to clarify and record what you are seeing. Then at a later stage you can analyse what it is that has been effective in ensuring that learning has taken place, and what skills you might be able to emulate when you are teaching. Without a specific focus to an observation, it is often difficult to analyse the many aspects of a number of lessons.

At the end of each lesson that you observe, remember to thank your host teacher, and if possible to arrange a time when you can have (even if only brief) a discussion about the learning in the lesson.

The most effective role for a student observer is to become actively involved in the lesson – sitting in a corner and taking notes can potentially be sterile and unrewarding as it does not allow you to gain a true feeling of how the teacher and pupils interact.

You need to make notes on the experience of observation and reflect on the process in your learning journal. It is expected that by the end of placement, you will have completed a number of lesson observations related to the standards. Follow up may be in discussion with the host teacher, or with your mentor, or in your personal reflections. Do keep a record or log of your observations so that they can be referred to at a later date. You may find it helpful to draw up a simple pro forma for your observations, so that you have a consistent format when analysing the outcomes of the observations.

The student teacher and mentor need to agree the focus and observation format to be used for each lesson observed.

The following headings for observation are aimed at providing you with a range of tasks and focus that over a period of a few weeks will help you build a picture of how a proficient teacher can work effectively to enhance the pupils’ learning.


Lesson outlines

Every lesson has an overall plan or outline and in all effective lessons this will be clear to both the student teachers and the observer.

In broad outline each lesson will include:

Introductory activity/activities to set the scene for the lesson Development of the topic, with a variety of activities and tasks that facilitate learning Plenary activity/activities which draw together the learning that has taken place, and help the

teacher to assess the level of progress that has been made.

A typical example might involve all or some of the following activities.

An introduction to a new topic or to new language using the IWB, work sheet or board A question and answer session A brainstorming activity Group work, paired work or individual work A practical activity

As you observe a lesson, and afterwards in reflection or in discussion:

Choose a number of lessons from those you have observed and create a table of their outlines. Note the approximate allocation of time devoted to each of the main parts of the lesson.

Consider if there was a link with the previous lesson(s) – was this clear to you and the pupils? Consider where these activities might be leading? Think about what might be included in the next lesson(s)? Consider questions you need to ask and discuss with your mentor Think about what you have learnt for your own development as a teacher? Consider what you have learnt that will impact on pupil learning/progress?

Class management

The success of every lesson depends to a large extent upon the way in which the teacher manages the class. This includes organisation, structure and the rigour with which tasks are approached as well as relationships, behaviours and discipline. Remember there is a pro forma for you to use when observing class/behaviour management.

For you to note down, during the observation and afterwards in reflection or discussion:

How were the class greeted? Was there a specific beginning to the lesson? A starter activity? What was the relationship between the teacher and the pupils? What differing techniques did the teacher employ when relation to the whole class, to small groups

and individuals Do you detect “formal” authority or “personal” authority from the teacher? Do you feel the pupils understand and acknowledge the parameters within which they can work? Is there evidence of consistent use of the school’s behaviour management policy, both in terms of

rewards (eg ‘stamps’) and sanctions?

What techniques does the teacher employ for the following:

Gaining attention before speaking to the class? Maintaining attention whilst speaking to the class?


Maintaining a working atmosphere? Coping with pupils who are not concentrating? Coping with conflict?

How did the lesson end? Was there a plenary activity? Did the pupils leave in an orderly fashion? Consider carefully the way in which the teacher varies the tone and pitch of his/her voice. What

effect does this have upon the pupils and the way in which they work? What have you learnt for your own development as a teacher? What have you learnt that will impact on pupil learning/progress?

Stopping, starting and changing directions (transitions)

The effective management of any transition point in a lesson is essential. A transition point occurs when activity and/or focus changes in a planned way, in order to progress the pupil learning.

Consider the following observations:

How does the teacher initially gain the attention of the pupils? How does the teacher introduce the lesson? If the lesson has a number of distinctive parts, what techniques does the teacher use to get the

class to change direction? Before moving on to the next activity, does the teacher check the level of understanding of the

previous learning in the lesson, (this could be described as a mini plenary activity) so that the work is ‘scaffolded’, to enhance the progress of the class?

Do all the pupils do the same activities at the same time? What proportion of the lesson is spent on each of the following activities –

Exposition by the teacher?Whole class activity?Group activities?Individual work?How is the lesson concluded and rounded off?What have you learnt for your own development as a teacher?What have you learnt that will impact on pupil learning/progress?

Pupil talk

In many lessons the young people are involved in talking to each other in pairs or in groups. How effective is this?

In order to observe this accurately, it is important that you are sufficiently close to pairs or groups to observe their interaction and to hear what is being said. Before the lesson, ask the host teacher for permission to do this, and seek advice about which group or groups on he/she suggests that you focus. Specifically, look out for the following:

How were they prepared for the task Are they “on task”? Are some pupils dominating the others? Are individuals who do not actively join in involved in the task? (Look out for affirmations and body

language) Do the pupils use the correct technical/subject based language where appropriate? How was an assessment made of their activity? What conclusions can you draw from your observations? What have you learn for you own development as a teacher? What have you learnt that will impact on pupil learning/progress?


Clarity of instructions and the distribution of materials

The effective distribution of materials and equipment plays an important part in the smooth running of a lesson. Equally, clear instructions are vital in ensuring that the pupils know exactly what they are required to do.

As you observe focus on the following:

How does the teacher organise the distribution of equipment and materials? Are safety issues taken into consideration? E.g. scissors, pupil movement around room, trip

hazards. How does the teacher give instructions – all in one go, in short bursts etc.? How does the teacher check that all pupils have understood? What strategies to you need to develop for the efficient organisation of this important part of a

lesson? What task for homework is set? How are instructions for homework given and when? How and where do pupils record instructions for homework? How is the collection of resources,work etc. organised at the end of an activity/the lesson? What have you learnt for your own development as a teacher? What have you learnt that will impact on pupil learning/progress?

Questions and answers

Questions and answer sessions are a technique that many teachers use at some point in their lessons. It is important to develop the skill that ensures all pupils are given the opportunity to take part in this activity without causing embarrassment to those who are more reticent.

For you to consider in observation and afterwards in reflection or discussion:

Are the teacher’s questions closed or open-ended? What is the purpose of each type of questioning?

Does the teacher vary the level of challenge in the questions according to the learner? How long does the teacher wait for an answer? Are questions directed to pupils by name or to the class as a whole? Are there occasions when the pupils are allowed to call out answers? For how long does the teacher ask the same question? How often does the teacher re-phrase a question? How does the teacher respond to the answers, be they correct, partly correct or incorrect? Are any groups or individuals asked more of less frequently than others? What strategies does the teacher use to ensure all pupils participate in Q/A sessions? What have you learnt for you own development as a teacher? What have you learnt that will impact on pupil learning/progress?

Effective questioning


Does the teacher refer to the learning objectives? How? Does the teacher refer to the learning outcomes/success criteria? Does the teacher stage questions to increase the level of challenge as the lesson proceeds? How? How does the teacher involve all pupils in lessons?


How does the teacher encourage pupils to justify and develop their answers to questions? How does the teacher encourage pupils to ask questions during the lesson? How and when does the teacher encourage pupils to listen and respond to each other? How do questions relate to the different levels of Blooms Taxonomy? What have you learnt for your own development as a teacher? What have you learnt that will impact on pupil learning/progress?

Pupil writing

Although there are occasions when other methods of recording work are used, written work still provides an important way of reinforcing learning and providing a means by which young people can be assessed.


Make a mental note of what the teacher has asked the pupils to write (try to include everything –evidence of listening, reading comprehension etc.).

Is everything done in note books or folders? Do pupils use rough books or scrap paper? What methods does the teacher use to enhance the quality of the written work, and the confidence

of the pupils in successfully completing the task? ‘Modelling’ the answer? Providing writing frames? Lists of key words? Guidelines on number of points essential to gain requisite marks?

Is the written work kept in draft form or do the pupils have to produce final copies? Is there other evidence of the pupils’ writing? Are other methods of recording apparent? What have you learnt for your own development as a teacher? What have you learnt that will impact on pupil learning/progress?

Evaluation of the use of language in subject area

Among the lessons that you observe when you first go into schools choose three or four lessons on different subject specific topics and throughout each lesson, list the subject-specific language used by the teacher and/or the pupils. Analyse the words you have listed in the light of the following questions:

Does the teacher assume an understanding of the subject related language? Are the pupils given a definition of specific subject language at any point in the lesson? Is the

correct spelling taught? Are pupils encouraged to use and learn key words? How is this done? Do the pupils have a glossary of terms in their books? Is there a list up, either on the board or somewhere in the room, of difficult or new or significant

subject related words? In what way does the teacher ensure that the pupils understand and use subject language

appropriately? Can you assess whether the pupils understand the terminology being used? Are the pupils encouraged to use the subject language in discussion, either with each other or in

groups? What have you learnt for your own development as a teacher? What have you learnt that will impact on pupil learning/progress?

TOC


List 3 key things you have learnt about observations to take forward in your practice


Mentor meeting record sheet – completed example

Student teacher name:

Week Beginning:

STUDENT TO COMPLETE THIS SECTION PRIOR TO THE MEETING

TeachingStandard

Previous target(s) Evidence to demonstrate progress (with particular focus on the quality of teaching over time and impact of this)

4Plan lessons which specifically focus on targeting behaviour issues within a class

Pre-planned strategies and activities that will engage any students who may not be fully focussed.

TO BE COMPLETED BY THE STUDENT AND MENTOR DURING THE MEETING

Review of the contribution of student teacher’s teaching to pupil learning/progress throughout the week.Marked books seen (click to tick) ☒Encouraging comments written in books – not formal marking but that is not required at this stage. Some books targeted with ‘*’s and wishes’ in line with departmental policy. Neat writing – nice work! Formative assessment introduced into lessons to help inform knowledge of K&U/memory recall with Year 7 & 8 at this stage. Good practice – engaging with departmental policies and lines of enquiry. Post-it notes from AGF’s lesson – ‘meditation is prayer’.... from one child. ***** has noticed this and will address it next lesson. Poorer marks on Buddhism ones – going to use whiteboards as an alternative method. This is clearly informing your planning and practice – excellent *****!

Review of student teacher subject knowledge development and subject knowledge pedagogy - linked to taught university/alliance sessions and the post-it note activities.Subject knowledge so far has been sound. The philosophy content is overwhelming but ***** is using links and resources shared at university to support knowledge development.

Is the student teacher on track with assignment preparation? (click to tick) ☒Discuss any issues arising (if relevant)

One assignment already completed ahead of time.

Additional discussion

Great progress so far. Organisation is excellent and he wants to know how to improve and best help the students in his care. Big strides with TS6 – evidence of marking, planning formative assessment, amending planning in light of progress outcomes. TS5 – see example above of ‘post-it’ note.... ***** is learning when to address misconceptions and misunderstandings. We have spoken about various needs and ***** has been present at TLF meetings when this has been discussed in depth.


How are you doing this week?

MENTOR ONLY TO COMPLETE THIS SECTION

SET up to date and seen (click to tick) ☒

PDP checked for progress on evidence bundles and reflective writing ☒

Are there any concerns about the placement? ☐

If there are concerns, please email as soon as possible by clicking on the relevant link below copying in the link tutor for your student teacher.EborHopeWRAPathfinderMSTAUniversity route

TeachingStandard

New Target(s) Strategies to support student moving forward

4Work on timing Plan more rather than less

and have extension tasks prepared for each lesson.

7 Ensure that you are the voice of the classroom and pupils aren’t speaking over you.

Insist on silence when you need it – don’t be afraid to wait until you have it.

Strengths demonstrated this week:

Excellent evidence of marking and formative assessment.Addressing misconceptions.Excellent organisation!

TOC


York St John University ITE Partnership PGCE Secondary Lesson Appraisal Record

Student teacher

School

Observer(s) Date/Time

Subject/Topic

Focus of observation(general or related to a specific standard/target)

Class/Year group

Grouping(set/band/mixed ability)

Refer to Teachers’ Standards 2012 and/or YSJ yellow standards cards.Please note all areas of the standards can be considered in the lesson appraisal.

All student teachers to be given a feedback exercise book for all informal notes from host teachers.

Has the student teacher attached the relevant lesson plan showing context and learning outcomes (TS4)? ☐

Student teacher’s response to specific weekly target(s) (student teacher to fill in targets before lesson)

The lesson was a response to being asked to investigate practical responses to the outcome of a Y10 assessment data trawl in May 2018.

Part 1: Descriptive account (completed by mentor/link tutor)

Time Evidence of pupil progress, including key strengths and areas to develop (especially with reference to the above target)

Link to TS

Classroom and resources all set out beforehand and you have given careful thought about how

to set the room out and how students will move between tasks.

The visual narrative demonstrated a clear understanding of the topics covered so far.

The group was a bit noisy but you settled them well; the PAS system was used effectively.

LO’s were clearly explained and the rationale behind them was made obvious; they tied in well to

the learning priorities you identified from the data trawl a couple of weeks ago. The language you

used was motivational and there was plenty of evidence of challenge within each task.

Individual behaviour expectations were explained and it was a really good idea to have those

expectations displayed on each work station (although in the end they were redundant!)

Students moved sensibly between work stations. The resources for each task are excellent and

well designed; I’m pleased to see extension tasks on each station as well. There is good

differentiation evident for individual needs within the group as well, particularly ******* (selective

mutism) where she has the option to work as part of a group or complete the tasks individually.

Remember to check in with her fairly early on.

A whiteboard timer is used to ensure focus on the task and it worked – at the end of the first

cycle students were surprised that time had passed so quickly. The group were universally

TS1

TS2/6

TS7

TS1/2

TS7

TS4

TS5

TS1/4


engaged with participation from the word go and the conversations between students that I tuned

into were focused and appropriate. I really liked how the tasks were not too similar to each other

and that variety undoubtedly helped to motivate them.

For the SPAG task could the students have been encouraged to ask each other about words

they didn’t know the meanings of?

The smiley faces at the end of each task were a great idea to motivate and engage;

There were three rotations throughout the lesson and students remained engaged. It was good

to see the SPAG exercise for example throwing up subject related questions as well.

The group were a bit unsettled during the transition between the final rotation and the final

exercise – remember different ways you can settle them. You could have got them to all stand

up and then ask some questions about what they had done; as they answered they could sit

down and you could settle them that way. This would also have enable you to do some basic

formative assessment on the content of the lesson (TS6).

The summary task at the end was excellent because it enable them to look at their strengths and

weaknesses in the light of the work they had done. There was a clear link made between the

content of the exam/work done so far and the judgements they had made about themselves.

TS4

TS2

TS3

TS7

TS2

Strengths in teaching that enabled pupil progress:

Understanding the nature of the issues that affected the

group doing better in exams and planning a variety of

engaging activities that addressed these issues

The use of affirmative language, challenge and reward to

motivate the students to a high level of engagement

Areas for development for greater impact on pupil progress (linked to TS):

TS7 – ways to bring the behaviour balloon back down

after a series of “busy” group tasks.

TS6 – always look for opportunities to do some formative assessment, even as a behaviour management tool!

Part 2 Evaluation - for completion by trainee during feedback on this sessionTS1, TS5: High expectation, stretch and challenge, adaptation for learning.Subject knowledge and ability to address misconceptions in connection with securing pupil progress and learning.What went well:

The tasks in the lesson stemmed from looking at student

misconceptions through assessment data. This meant that by

completing the tasks, students were directly involved in addressing

and correcting those misconceptions.

Areas for improvement:

TS3, TS4: Subject and curriculum knowledge, addressing misconceptions (addressed also in planning)

What went well:

The variety of tasks to complete in the lesson helped to motivate them

and led to a good level of engagement. The fact that the tasks could

be completed individually or in groups meant that all students were

able to engage with the activities.


Add an additional task to the SPAG exercise

so students are challenged to explain what

the words mean, not just how to spell them

(TS3)


The lesson itself was well organised in terms of the layout of the room,

the resources, and the use of the timer to ensure that the lesson time

was used productively.

TS6: Effective assessment of pupils’ learning

What went well:Evidence of TS6 was obvious in the planning of the lesson because

formative assessment judgements and relevant data was used to

dictate the content of the activities.


TS7: Behaviour for learning and the learning environment

What went well:The instructions were clear, you had behaviour reminders on each

desk, and also diagrams for each group so they knew in what order to

do things. I also went through behaviour expectations beforehand and

the students responded well to that.

Areas for improvement:Consider strategies that I can use when

transitioning from a group activity to a solo

task.

TS2: Overall impact on pupil progress:

Pupils made good progress in working on their areas of weakness as identified by looking at their assessment data.

They were also able to link their strengths and weaknesses to the content of the forthcoming exam and the questions

they would be answering, and this should enable students to target their revision more precisely.

Priority Target: TS7 as above Strategies to support the target: As above

Signed: Mentor/Link Tutor/Teacher

Signed: Student teacher

Student teachers should complete the evaluation box on the lesson plan and this should be discussed with mentors as part of the weekly mentor meeting.


Week beginning 24h September 2018


What does effective teaching and learning look like in practice?


Use Martin Faultley’s book, Assessment in Music Education, to begin to research practical ways of assessing pupils’ work, both formally (summative assessment) and informally (AfL/formative assessment).

Observing and team teaching

Wednesday Focus: Effective Teaching and Learning

Strategies Curriculum Planning

Teaching standards



Consider how progress is planned for in a Scheme of Learning.

TS2TS4

Try to observe some group/collaborative work in the classroom.

TS4TS7

Look at pupils’ work and note how assessment takes place.

TS6


TOC

Mentor meeting record sheet


Week Beginning:


TeachingStandard



Review of the contribution of student teacher’s teaching to pupil learning/progress throughout the week.Marked books seen (click to tick) ☐



Review of student teacher subject knowledge development and subject knowledge pedagogy - linked to taught university/alliance sessions and the post-it note activities.

Is the student teacher on track with assignment preparation? (click to tick) ☐Discuss any issues arising (if relevant)

Additional Discussion:


SEP up to date and seen (click to tick) ☐

PDP checked for progress on evidence bundles and reflective writing ☐



TeachingStandard



mailto:[email protected];?subject=Additional%20support

mailto:[email protected];[email protected]?subject=Additional%20support




Think about the Music classroom space you are in for SE1 - what can you do to contribute to making it a more positive and constructive learning environment? Invest some time in researching around this area.


TOC

Week beginning 1st October 2018

TOC


Wednesday Focus: Behaviour and the learning environment

Teaching standards



Look at the school /department behaviour policy. Consider how this works in the classroom.

TS7

If possible, track a class for half a day or over a series of lessons and consider any changes in behaviour and why you think these may have occurred (use the behaviour management tracking tool for observations on behaviour).

TS7

Over next three weeks student teachers must access PPTs on research skills & complete research proposal form in preparation for MSDSO2.

PPC


Think about which behaviour management strategies you may trial. How do these fit within your rationale as a teacher?




Week Beginning:


TeachingStandard








Additional Discussion


SET up to date and seen (click to tick) ☐



If there are concerns, please email as soon as possible by clicking on the relevant link below copying in the link tutor for your student teacher.


Think about the Music classroom space you are in for SE1 - what can you do to contribute to making it a more positive and constructive learning environment? Invest some time in researching around this area.

EborHopeWRAPathfinderMSTAUniversity route

TeachingStandard



TOC

Week beginning 8th October 2018

TOC


Don’t forget to collect your data for the research assignment

Week 6

Wednesday Focus:Learning environment and classroom managementSubject Knowledge development

Teaching standards



Begin to focus on possible topics for first assignment.

PPC

Discuss classroom organisation (seating plans, grouping arrangements etc.) with other teachers and the rationale for these arrangements.

TS5TS7

Through observations and discussion consider strategies which promote good behaviour and establish a purposeful learning environment.

TS7TS8







Reflect on some of your seating plans. What are the reasons for particular placement of some pupils. What does this mean for your

own planning and teaching?




Week Beginning:


TeachingStandard













If there are concerns, please email as soon as possible by clicking on the relevant link below copying in the link tutor for your student teacher.EborHopeWRAPathfinderMSTA






What are the unique considerations for a music lesson when you are planning/teaching pupils with additional needs?

University route

TeachingStandard



TOC

Week beginning 15th October 2018

Wednesday Focus:SEND and Inclusion

Teaching standards



Begin to focus on possible topics for first subject assignment.

PPC

Observe strategies for inclusion in lessons. TS5

Meet with the SENCO to discuss issues of SEND and inclusion.

TS8

Discuss with teachers how they create an inclusive learning in their lessons.

TS5TS8

Data collection for PGCE assessments. TS3

Check file development and PDP on Mahara. Review point on 22nd October

PPC

TOC




What is inclusion for you? How will you approach this as a teacher?





Week Beginning:


TeachingStandard














TeachingStandard



TOC







Your arrangement rehearsals should have started at this point - you can still make adjustments to the score and should be responsive to the pupils involved - you can use all this as part of your critical reflection to demonstrate your subject knowledge development.

Week

beginning 22 October 2018.

TOC


What are the areas of lesson planning that you are finding most difficult?

How will you go forward with this?


Working up to 40-45% timetable

Wednesday Focus: Independent Study Teaching standards



Focus on developing lesson planning and assessment strategies.Opportunity to prepare for assignments.

TS1-8PPC


TOC




Week Beginning:


TeachingStandard














TeachingStandard



TOC


Make sure rehearsals for your arrangement are well underway - you’ll need to plan your final rehearsal and recordings carefully so that you have what you need in plenty of time for the presentations on the 28th.

Week beginning 5th November 2018

TOC


What is formative assessment? How does it link to both TS2 and TS6? Plan some strategies for formative assessment to try out in your lessons.




Wednesday Focus: Assessment and MSDSO1 Support Session

Teaching standards



Read school/department assessment policy. TS6

Observe assessment strategies in the classroom.

TS6TS4

Look at the way assessment is reported. TS6

Examine formative and summative assessments.

TS6TS4

Student teacher

School


Subject/Topic


Class/Year group








Link to TS

Strengths in teaching that enabled pupil progress: Areas for development for greater impact on pupil progress (linked to TS):

Part 2 Evaluation - for completion by trainee during feedback on this sessionTS1, TS5: High expectation, stretch and challenge, adaptation for learning.Subject knowledge and ability to address misconceptions in connection with securing pupil progress and learning.


What went well: Areas for improvement:








Priority Target: Strategies to support the target:




TOC





Week Beginning:


TeachingStandard













TeachingStandard



TOC








Contribute to a group discussion to design a KS3 Curriculum Map. You will all have different areas of expertise to consider, but need to make sure that:- there is a good variety of schemes of work- different genres and periods of musical history are represented- you include one world music scheme per year group - you flesh out the schemes of work with rough ideas of listening, composing and

performing tasks- you include singing activities

TOC


What is pedagogy? Are there pedagogies that are specific to your subject? Which ones do you lean towards?



Week 11

Wednesday Focus: Subject Knowledge Development and

Subject PedagogyFirst subject assignment due:Wednesday 28th November 2018

Teachingstandards



Look at departmental approaches to an area discussed in your subject session.

TS3TS8

Observe the use of questioning in the classroom.

TS3TS8

Look at NC requirements and GCSE specifications.

TS6

Look at departmental approaches to AfL. TS3TS8


Student teacher

School


Subject/Topic


Class/Year group








Link to TS



Part 2 Evaluation - for completion by trainee during feedback on this sessionTS1, TS5: High expectation, stretch and challenge, adaptation for learning.Subject knowledge and ability to address misconceptions in connection with securing pupil progress and learning.What went well: Areas for improvement:












TOC




Week Beginning:


TeachingStandard














TeachingStandard



TOC







This week, concentrate your lesson observations on KS4 Music and in particular, what strategies are effective in teaching composition.


TOC


Now that you have begun to take over classes, identify where your strengths are. Which areas do you need to develop?




Week 12

Wednesday Focus Memory and Cognitive load Voice work Input on TS2

Teaching standards



Use feedback and your own reflections on your lessons to review and set targets.

TS8

Student teacher

School


Subject/Topic


Class/Year group








Link to TS















TOC



Week Beginning:

STUDENT TO COMPLETE THIS SECTION PRIOR TO THE MEETINGPage | 49 SET – Music SD York St John University Secondary Partnership 2018/19


TeachingStandard













TeachingStandard



TOC








This week is your presentation for your first Music subject assignment. Check through your Power Point carefully and make sure your timings work. Reference to academic reading and research needs to be included.

TOC


How does your subject assignment link to classroom practice? Consider how theory and practice inform each other.



Week 13

Wednesday Focus: Independent Study or presentations (See timetable)

Developing lesson planning and assessment strategies

Opportunity to prepare for assignments

Teaching standards



First subject assignment due:28th November

Continue to collect evidence for second review point on 14th December

PPC

Ensure reflective writing is being completed as your evidence builds

PPC


Student teacher

School


Subject/Topic


Class/Year group








Link to TS















TOC




Week Beginning:


TeachingStandard














TeachingStandard



TOC







Week beginning 3th December 2018

TOC


There may be some pressure mounting by now with teaching and assignments due in. Make sure you take some time out. Consider

what works best for you.

Remember there is a team to support you – get in touch if you need to.


Week 14Wednesday Focus: Independent study Teaching

standardsCompleted with mentor(please initial)


Focus on evidence collection for planning, teaching and assessment for a whole class

Evidence bundle due on 14th December at Review point 2Documentation due in Monday 17 December.

What articles can you find on Music Education in this week’s media? What are the main challenges Music teachers are facing currently, and how can we address these on a personal level in our classroom practice?


Student teacher

School


Subject/Topic


Class/Year group








Link to TS















TOC




Week Beginning:


TeachingStandard














TeachingStandard



TOC








Week 15

Wednesday Focus: Review and target setting

Teaching standards



Review your own progress and consider targets for next term.

TS8

Continue preparing for the first Masters level assessment.

TS8

Complete December SKA. TS3

Review point 2 on 14th December

TOC


How has your subject knowledge developed over the past 3 months? What strategies worked well for you?



Make sure your reflections for SE1 are up to date. Make clear links to your classroom practice so that the standards reflect your chosen subject area of Music.


Student teacher

School


Subject/Topic


Class/Year group








Link to TS















TOC




Week Beginning:


TeachingStandard














TeachingStandard



TOC








Week 16

Wednesday Focus: Independent StudyFocus Academic Assignments

Teaching standards



Discuss review from last Wednesday’s YSJ sessions with your mentor. Discuss targets.

TS8

TOC


A break is on the horizon…..well done! That’s your first term completed.


Develop Part Two of the standards (and TS8) by being involved in, and reflecting upon, extra curricular activities in the run up to Christmas.


Student teacher

School


Subject/Topic


Class/Year group


Refer to Teachers’ Standards 2012 and/or YSJ yellow standards cards.Please note all areas of the standards can be considered in the lesson appraisal. All student teachers to be given a feedback exercise book for all informal notes from host teachers.





Link to TS
















TOC



Week Beginning:


TeachingStandard














TeachingStandard









TOC


End of SE1 Documentation

Your final STASS report will be completed by your mentor and you will be able to access this using your university username and password.https://stass.yorksj.ac.uk/

Please refer to the checklist at the beginning of this document to ensure you have submitted and completed everything required.

Please complete each box to show the experience you have gained to date. Name classes and groups taught and state in each case the ability of the group (use 2/4 etc. if this would be helpful). State the frequency and kind of experiences you have had with each class (whole group teaching / team teaching).

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

Year 13

TOC


End of Term 1

Teaching Experience

https://stass.yorksj.ac.uk/

Professional Studies - School Based Core Sessions for SE1

School: Trainee:

Trainees: Please complete the table below with brief details of how each of the core (essential) Professional Studies activities were completed for this placement.

SE3 Session Date Tutor Outline of how thiswas

covered/session details

Outline the impactof this session on

your own developing professional practice and on pupil progress

1. Induction at base school/SE1(expectations of working in the school, school tour, distribution of policies/procedures)

2. Safeguarding – including a focus on e-safety and use of social media. Personal safety within professional environment.(potential use of materials from CEOP – Child Exploitation and Online Protection Centre)

3. General Data Protection Regulation (GDPR) – introduction and implications

4. Assessment 1: focus on using data to support pupil progress (links to marking and assessment, target setting and tracking progress etc.)

5. Pastoral Care 1: The role of the form tutor and the pastoral curriculum

6. Classroom management(behaviour management and rewards policy, school routines/expectations etc.)

7. Inclusion: focus on differentiation for SEND and high attaining pupils


Schools might also provide sessions that are:

(a) pertinent to their specific school and(b) reflect School/Initial Teacher Education priorities.

Examples of these might include:

Cross curricular areas e.g. literacy, ICT, SMSC, citizenship etc Behaviour/classroom management Working with TAs Lesson planning to meet the needs of all students Use of IWB Communicating with parents

Additional SE3

Sessions

Date Tutor Session outline

Outline the impact of thissession on your own developing

professional practice and on pupil progress

TOC


TEACHERS’ STANDARDS PART TWO: EVIDENCE SHEETS SE1

This sheet should be highlighted as appropriate. Mentors should sign and date the relevant column for each section. Mentor comments related to Part 2 of the Standards should be written on STASS as indicated.

Teachers Standard Scope Key Questions Consistently high

standards

Cause for concern

2 a) Teachers upholdpublic trust in the profession andmaintain high standardsof ethics and behaviour, within and outsideschool, by:

Treating pupils with dignity, building relationships rooted inmutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

Showing tolerance of and respect for the rights of others Not undermining fundamental British values, including democracy, the rule of law, individual liberty & mutual

respect, tolerance of those with different faiths & beliefs Ensuring that personal beliefs are not expressed in ways

which exploit pupils’ vulnerability or might lead them to break the law

Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

Do they have a commitment to the teaching profession? Are they able to developing appropriate professional

relationships with colleagues and pupils? Do they understand that schools are required to develop

learners’ wider understanding of social and cultural diversity, tolerance for others and respect for different faiths and beliefs?

Does the trainee seek and act on advice at an appropriate stage in relation to, for example, understanding of and tolerance for different faiths and beliefs?

Does the trainee understand and adhere to the School’s and SCITT’s VLE/Internet Safety Policy including the use of Social Media?

Is the trainee able to safeguard pupils’ well-being, in accordance with statutory provisions?

2 b) Teachers must have proper andprofessional regard tothe ethos, policies and practices of the school in which they teach,and maintain highstandards in their own attendance a ndpunctuality

Teacher conduct demonstrates a highly professional approach to teaching, understanding and demonstrating that their own conduct is appropriate at all times

Teacher is on time for all beginnings and ends of days, meetings, lessons

School/ colleagues always informed of and reasons for any non-attendance in the school day or other professional meetings and responsibilities in line with policy

Language and dress are highly professional and in line withschool policy

Apply school policies at all times, e.g. health and safety, risk assessments before trips; homework etc

Does the trainee display high standards of personal andprofessional behaviour inside and outside school, including attendance and punctuality?

Does the trainee take appropriate responsibility for their own and learners’ well-being in the classroom and during off-site activities or visits?

Does the trainee understand the range of policies that support school practice and does the trainee act on these in theirplanning teaching and wider involvement in the life of theschool

2 c) Teachers must havean understanding of, and always act within, the statutoryframeworks which set out their professional duties andresponsibilities.

The trainee is able to articulate, and abide by, the roles andResponsibilities of the teacher in relation to statutory frameworks

The trainee is aware of their responsibilities in relation to, forexample, equality legislation and duties and safeguarding

The trainee is able to judge when they may need advice and help in matters of child protection or

Are they aware of and act in the context of professional dutiesof teachers as set out in the statutory School Teachers’ Pay and Conditions document?

Has the trainee had experience of childprotection/safeguarding? Can they articulate the schools’ policy if reporting a concern?

TOC


Documents

· Web viewYou are expected to keep your own learning journal (in addition to your Teaching and Planning Files) as you progress through the programme; listing your thoughts, observations