© University of Reading 2008 www.reading.ac.uk

Institute of Education

16 February 2018

BA Ed Partnership TrainingYear 1 School Experience 2017-18

2

Key Staff

• Nasreen Majid – BA Ed Programme Director

• Cara Broadhurst – BA Ed Assistant Director

• Matt Jones - Programme Administrator

• Kate Malone – Placements Coordinator

Agenda

• 9.30 - Presentation and Training

• 10.40 – Refreshments served and groups formed

• 11.00ish – Three way discussions between RPT*, mentor

and tutor

*RPT = Reading Partnership Teacher (the student!)

3

SCHOOL EXPERIENCE EXPECTATIONS

4

Year 1 Placement in Context

• Have done the thirteen days of serial placement with you.

• This is their first block placement of three.

• It is a paired placement (see back of SE Guide).

• Expectations are high despite early stage.

• Scafell, Snowdon, Ben Nevis….

Documents

• The documents in your pack and any others that are

mentioned today are available on our Mentor Webpages

– http://www.reading.ac.uk/education/partners/The_Reading_Partner

ship_Mentor_Homepage.aspx

– Select BA Ed, on the right hand side

• Year 1 SE Guide - for RPTs, (but also tutor and mentor use!)

• Year 1 Mentor Guide – lists the mentor’s tasks

Mentor Role: Diagnostic Period• Starts with today and continues until Fri 2nd March:

– Mon 26th and Tues 27th – independent preparation time

– Weds to Fri – in school with you

• Follow the Mentor checklist. Please especially note:

– Inductions

– Continue your curriculum planning discussions

– Additional introduction to school routines

• Use checklist in conjunction with SE Guide.

Block Placement

• 3 weeks (starts Mon 5th March).

• SE Guide details appropriate teaching commitment

• Do note, although it says 80% contact time, this DOES

NOT MEAN FULL TIME, WHOLE CLASS TEACHING.

8

Mentor Role 1: Weekly Meeting

• In addition to regular talk, one planned weekly

meeting, best held near end of week.

• For both review and looking ahead.

• Review (2 x 30 mins):

– complete the Weekly Reflection form, noting all achievements and

agreeing targets. Email form to RPT.

• Looking ahead (1 x 30 mins):

– plan out an appropriate timetable with the RPTs for the week (inc.

teaching, observations, PPA etc)

• Double payment for pairs.

Mentor Role 2: Observations

• One written lesson observation per week, per RPT. Remember, experienced colleagues can also undertake observations.

• Use Feedback Form (in pack) for all lesson observations.

• Only exception is the Phonics Feedback form.

• They do peer feedback as part of paired dynamic.

• Appendix in Mentor Guide of exemplar feedback forms

and Guidance.

Mentor Role 3: Formal Assessment

• Interim Assessment Survey - you will be sent the link. Please complete by end of day, Thursday 8th

March.

• Assessment of Progress (AoP) – fill in this form electronically at end of placement. (Duopartitemeeting.)

• Email to us and the RPT.

Support with Grading

• We have Grading Criteria Statements to support you in

deciding grades.

• Grades are E, M, W or fail.

• Think about gradings throughout. We must put in extra-

support after Interim Survey if there are Grade Ws.

• We grade the RPTs against ‘where they are at’.

12

Ticking Boxes

• It is imperative that a box at the end of each observation

or Weekly Reflection is ticked, even if it is a box you don’t

like ticking.

• We must have a paper trail.

13

MENTORING PRACTICE

14

1) Cohesive Working2) Workload Reduction3) Support

WORKING COHESIVELY

15

Our Vision

At Reading we train teachers who become reflective professionals able

to secure the very best for all children. We support them to be resilient,

creative and inclusive. With the highest expectations of learning,

progress and development, they inspire children to become confident,

active citizens who are able to cope with the fast-moving demands of

the 21st century.

We offer a range of routes into teaching that utilise our strong

partnership with local schools, providing a personalized approach to

trainees from diverse backgrounds and experiences. Our commitment

to ensuring equal opportunities is evident through our pastoral support

which recognises and nurtures the potential in every trainee. All

programmes incorporate practical experience grounded in rigorous

educational research. Between the campus environment and the

diversity embedded within partnership schools, our trainees develop a

strong identity as beginner teachers and educators of the future.

16

Our Priorities 2017-18

• Please see the flyer in your pack.

• This follows on from our 2016-17 progress, which

particularly featured:

• Further support for our NQTs

• Increased use of SK to support planning

• More training on supporting mentors

17

Year 1 Focus has been…

• Professionalism

• Child Development

• Behaviour Management

• Facilitating Learning

• Lesson Planning

• The beginnings of differentiation….

• In relation to the

Standards:

– 1 – Expectations

– 2 – Pupil Progress

– 3 – Subject Knowledge

– 4 - Planning

– 5 – Differentiation

– 6 – Assessment

– 7 – Behaviour

– 8 - Wider Professionalism

– Part 2: Conduct

Expectations

With support…..

• You must be able to plan a good lesson with a

clear Learning Objective and active learning

experiences that build toward that LO.

• You should be able to suggest three levels of

differentiation.

• You could suggest other more flexible ways of

achieving the learning or take account of

learning styles.

19

Expectations

• For certain standards therefore, they have had ‘no’ formal

training; if they can follow school policy/instruction with

some indication of understanding, that means they are

meeting the expectation.

• Analysis shows that the following three Standards are the

most challenging to achieve: St 2, St 5 and St 6.

• Please be understanding of their professional conduct.

20

TACKLING WORKLOAD

21

About Time Too!

• It’s a national priority that has resulted in the Workload

Recommendations.

• Ofsted are targeting it too.

• We are investigating what we can do in terms of

university expectations for a teacher in training.

– Planning

– Other paperwork and activities

– Audit of time spent

• Key question: does it benefit either them or the children?

22

Your Turn

23

Planning

Resourcing

Marking and

Feedback

Organising Workload

• As Year 1s, some will also need support in organising

themselves, deciding on priorities, chunking their time

and memory support techniques.

• Modelling what you do will help here, as well as making

expectations clear.

24

HIGH QUALITY MENTOR SUPPORT

25

Mentor Certification

• Four levels – from ‘doing it’ to Masters Level.

• Level 2 application proforma in your pack

• Further details on the main homepage of the Mentor

Webpages.

• Centred around the national Mentor Standards.

26

Support…

…must always start from where the RPT is at.

27

This requires…

• Active listening and reading between the lines

• Whole school support – you can’t provide everything!

• Feedback shared as dialogue

• Success Criteria for RPTs (no matter how simple you

think it is)!

28

Providing Feedback

• Good feedback sees the RPT as an active constructor of

their learning and suggests the need for shared, two-way

dialogue.

• In groups, look at these statements about shortcomings

in observed lessons. Suggest as many sentences/ways as

possible for introducing them into the conversation in a

way that is non-judgemental and could start shared

reflection.

• Handout

29

The Standard Booster Form

• On the Mentor Webpages.

• To be implemented in those situations where someone

judges additional support should be given and recorded

AND certainly for any RPT who is on track to get a Grade

W in any standard.

• Discuss and then fill in together or complete ASAP after

the meeting. Work with the Supervising Tutor.

30

What can go on the Form?

• Success Criteria for the RPT

– Small, specific steps

– Nothing can be assumed or denied

• Additional Actions for:

– You

– The wider school

– The tutor

• Review date – remove support as soon as feasible.

31

Stretching and Aspiring

• Challenge Tasks in SE Guide

• For all RPTs, there is no ceiling! If they want to have a go

at some or all of the tasks then discuss them and decide

how it might work.

32

“To keep a lamp burning we have to keep

putting oil in it.”

33

REFRESHMENTS

34

ARRIVAL OF THE STUDENTS

35

If your mentor is NOT here…

• Please stay initially to listen to these joint messages and

for when we get into Supervising Tutor groups. After

that…

• Come and pick up your mentor pack from the front here

and sign for it, in the student column. Give it to your

mentor on Thursday.

36

The Planning Agreement

• Mentors: Year 1s do Supported Planning. Share MTPs or discuss weekly plans as they are devised. Ensure the SK behind the LO is understood and will be pitched correctly.

• RPTs: Provide your lesson plans in good time to receive feedback and make tweaks.

• RPTs should attend planning meetings.

• Mentor input will lessen slightly over time, but in all situations, start from where they are at.

• Observation protocol.37

Phonics

• The RPTs need lots of Phonics experience now! – it’s KS2

next year and possibly in their final year too.

• Phonics – has its own lesson planner and own feedback

form.

38

Teaching PE

• Students cannot teach PE without a qualified teacher

present.

• Because of the variety of ‘strands’, students can be at risk

of missing experience in some strands completely.

39

Social Networking Policy

• Please share any Social Networking Policy that your

school has.

• Your students will not be able to accept TAs or similar at

the school as Facebook friends so please don’t put them

in that situation.

40

Tutor’s Role

• Makes one visit:

– QA Focus, look at file, observation.

• Is first point of contact for mentor or RPT if you have

concerns or questions.

Travel

• Many RPTs are reliant on public transport connections.

• Consider if anyone in your school can give the RPTs a lift

to/from the local station etc.

• RPTs - Claiming system is the same as for serial

placement – queries to Kate please.

• You MUST keep all tickets or receipts for the claim.

• You MUST ensure you choose the cheapest type of ticket.

42

“We don’t send you out on placement to do

well and get a good grade. We send you out

to learn.”

https://boredteachers.com/blogs/videos/the

-10-best-things-about-being-a-teacher

43

Discussion 1

• RPTs read out or share your Personal Statement with

your Tutor (and mentor).

• Discuss how the themes can be utilised or supported in

the classroom.

• Tutors: exchange contact details and set up visit date.

44

Discussion 2

• Mentors and Tutors, ask to see the Behaviour

Management Audits that your RPTs have done.

• What are the biggest concerns that come through?

• What ideas do you have for supporting the RPTs with

these?

45

Discussion 3

• Between Mentors and RPTs

• Begin to discuss the topics and units that will be taught during the three week block.

• Discuss class attainment levels and your general approaches to differentiation.

• Look at the class timetable for the first week (5.3.18) and discuss any changes, possible slots for teaching etc.

Break Out Rooms

L33 – G01

• Stephanie Sharp

– Battle Primary

– Purley CE Infant

– Theale CE Primary

• Helen Heydon

– Winnersh Primary

– Evendons Free School

• Suzy Tutchell

– Southcote Primary

– The Hill Primary

– Caversham Park

L22 – 102

• Mike Purdy

– Willow Bank Infants

– Katesgrove

– Highwood Primary

• Marc Jacobs

– Claycots

• Diane Cannon

– Churchend Academy

– Moorlands Primary

47

Break Out Rooms Cont.

• L22 104 – Les James: Oakwood Infants & Palmer

Academy

• L22 105 – Dru Derrick: Ridgeway Primary & Hillside

Primary

• In here: all remaining schools and tutors

• Tutors – we are in L22, G03 at 12 noon.

48

THANK YOU FOR ATTENDING AND SUPPORTING THE DEVELOPMENT

OF FUTURE TEACHERS

We wish you all a happy and fulfilling placement.

49