Contents · Web viewPage | 1 BEd (Primary) Programme Year 3 School Experience Spring 201 9 Notes of Guidance for Student Teachers & School and University Mentors, Class Teachers Plymouth

[email protected]:

Tel: 01752 585324

Plymouth PL4 8AA Drake Circus

Levinsky Building Room 109, Roland ITE Placements and Partnership Team

Plymouth University, Institute of Education

Teachers

, Class School and University Mentors &

Notes of Guidance for Student Teachers

9Spring 201 Year 3 School Experience BEd (Primary) Programme

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Contents Each set of Notes of Guidance for the Primary Programmes School Experience Placements have many common aspects, and some specific, distinctive phase related features. They are all organised in the same format. Any additional documentation, including proforma, is available to download from the POPPI website https://www.plymouth.ac.uk/student-life/your-studies/academic-services/placementsand-workbased-learning/poppi . Student teachers may also access this through Moodle. The documentation developed by the Primary Partnership to support school experience placements is referred to in its entirety as the Primary Partnership Portfolio.

SECTION 1

1. Our vision for Primary ITE 2. Abbreviations and terminology 3. Introduction 4. Safeguarding and Ethics understanding, and student welfare 5. Data Protection 6. Leave of absence during School Experience Placements

i. Illness during School Experience Placements ii. Absence as a result of accidental injury or hospitalisation iii. Requesting leave of absence

7. Supervision during school experience placements

SECTION 2

1. Placement calendar 2. Quality Assurance record 3. Safeguarding and Ethical Understanding proforma 4. Introduction to the placement 5. Files

i. Practical teaching files ii. Pupil progress files

6. Curriculum expectations i. English ii. Mathematics iii. Non-core subjects

7. The 3 R’s of the Behaviour Curriculum 8. Monitoring and Evaluation 9. Focussed Observations 10.Reflective Weekly Overviews 11.Lesson planning and evaluations 12.Progress during school experience 13.The student teacher’s Professional Profile 14.Teaching commitment 15.The School Based Training programme

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16.Wider responsibilities 17.Placement Assessment and reporting 18.File moderation 19.External Examiners 20. Intervention and Support – identifying areas of concern 21.Evaluation 22.Checklists

SECTION 3

1. Mentoring expectations 2. File contents 3. QRG for observation 4. Self-review document 5. Report Form 6. Roles and responsibilities 7. The Primary Partnership Professional Profiling Grid 8. Evidence Towards the Standards Progress Sheet

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SECTION 1

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Our vision for Primary ITE

“A longstanding collaborative Partnership which provides unique, high quality evidence based learning opportunities and a diverse practice-led student experience ensuring that the University of Plymouth ITE graduates are employers’ first choice teachers who enrich children’s lives”

The Partnership aims to:

Foster and strengthen our school based primary Partnership to ensure our work is relevant and rooted in current, innovative practice;

Develop student teachers who have the capacity to become outstanding practitioners who are aware of, and impact on, the national, regional and local education priorities;

Enhance our student’s experience, skills, understanding and employability by providing a specialist curriculum pathway;

Encourage student teachers who are research active and who are able to help shape future education policy, practice and leadership;

Prepare Plymouth graduates to be resilient for life as a primary school teacher and have regard for their own wellbeing and that of the children they teach;

Guide our graduates into their first jobs and to support them effectively through their NQT year and beyond;

Establish links with alumni to ensure further research / Partnership opportunities.

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Terminology and abbreviations The table below explains relevant terminology and abbreviations. Terminology Abbreviation The Primary Partnership Portfolio is an online resource through which all Partners can access all documentation relation to school experience placements and working in Partnership

PPP

Associate Partnership schools have a trained Plymouth University mentor who is responsible for supporting the student teacher during school experience placement. They can opt in and out of this Partnership arrangement and become a Teaching Partnership school at any point of the year.

AP

Teaching Partnership schools do not have a Plymouth University trained mentor, or choose not to use them, to support the student teacher during school experience placement.

TP

Previously known as university tutors, university visiting tutors, university mentors all professional staff employed by the university to mentor student teachers during placement are referred to as University Mentors.

UM

Plymouth University Primary Partnership trained mentors who are colleagues based in the host school are referred to as School Mentors.

SM

Previously the School Based Tutor, the class teacher who provides the day to day support and guidance for the student teacher on placement in their classroom is referred to as the class teacher.

CT

The Monitoring and Evaluation Form is completed by the mentor at key points in the school experience placement.

M&EF

The School Based Training element of the placement, when required, is part of the overall allocation of time in the school experience placement.

SBT

The Primary Partnership Portfolio is an online repository for all documentation relating to all school experience placements within the primary Partnership.

PPP

The Plymouth Online Practice Placement Information site where the Primary Partnership information and the PPP can be accessed by all.

POPPI

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Introduction All student teachers will have attended a briefing meeting on campus prior to placement commencing. They will all have met with their professional tutor who will have checked that their files are set up. They are required to contact the placement school and the university mentor that will be supporting the placement by way of introduction. They are also required to send an electronic copy of their Year 2 Summer term placement report to their university mentor. All schools will be contacted by the University Mentor prior to the commencement of the placement by way of introduction, and to arrange the school briefing meeting which should be attended by the class teacher and school mentor.

The following information indicates to our Partnership that all necessary statutory requirements are addressed and adhered to prior to and during the school experience placement.

Data Protection

The confidentiality of our student teachers is respected and measures are taken in order to prevent any unauthorised disclosure during the course of their studies at the Institute of Education, University of Plymouth. All personal information will be treated strictly in terms of the new General Data Protection Register (GDPR) which became law on 25th May 2018.

Our school Partners must be aware of this requirement and refer to the school experience team should they be contacted by a relative, friend or external body. The standard response, should such an enquiry be made, would be that the school is unable to make any comment about the student teacher and to provide the contact details of the school experience team.

Student teachers are told that:

‘We will not normally release data about you to your parents, Partner or other relative or an external enquirer under any circumstances without having received your specific written consent.’

Further details are available on the University of Plymouth website. The specific written consent referred to here, must be sent in the first instance to a member of the academic team and copied to the Programme Leader in order that the student teacher’s permission is clearly communicated.

(For further information on GDPR and data protection, please visit the Information Commissioner’s Office website ( https://ico.org.uk/for - the - public/ )

Safeguarding checks statement The University of Plymouth, as an ITE provider, ensures that all students enrolled on an ITE programme have had the necessary safeguarding checks performed as part of the recruitment process and as a condition of entry to the programme. This is in

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compliance with the Department for Education’s statutory guidance. This means that prior to students commencing placement, an enhanced DBS check, Prohibition Order check and the Child Care Disqualification check (both individual and household) has been completed. In addition to this each student is required to read and declare reading the ‘Keeping Children Safe in Education (Part 1)’ document.

With regards to the excerpt below from the statutory guidance, information about the outcomes of each student’s checks are available when a placement provider is allocated a student and the partnership agreement signed within the Placement Communication Portal (PCP) online system. Students are therefore not required to show their DBS certificate or provide any other form of checks information.

‘Providers should confirm in writing to schools that a non-salaried trainee’s criminal record check, including a check of the children’s barred list, has been completed and that the individual has been judged by the provider to be suitable to work with children. Providers are not required to provide any information to schools in addition to this confirmation. Schools may wish to record this information in their single central record, but they are not required to do so.’

Further details are available in the University of Plymouth’s Student Trainee Teacher Background Checks document including reference to the checks that are undertaken for staff and visiting tutors.

Safeguarding and Ethics Understanding, and student teacher welfare during placement It is a requirement of each placement that student teachers have a clear understanding of the Safeguarding and Ethics requirements and procedures in the school in which they are working. There is a requirement that the student teacher meets the designated safeguarding officer and is given clear verbal instructions as to the expectations and guidelines on these matters. A proforma recording that this discussion has taken place has to be signed by both the student and the DSO and must be kept in the front section of the student teachers Practical Teaching File.

At this point the student teachers must be advised as to the procedures for reporting any matter that they feel personally anxious about to someone they feel comfortable with or through the University Mentor who can act as an advocate. Any problems and issues should be addressed early in order to resolve the problem quickly. Student teachers should be advised where they find information about whistle blowing procedures.

Student teachers should be advised that the University Security team provide a 24 hour a day, 365 days of the year service should they require advice and support – Security Emergency telephone number – 01752 583333

Leave of Absence during School Experience Placement The health and well-being of student teachers is paramount, and they should take care to remain well and appropriately rested during school experience placements. Page | 9

Inevitably, a small percentage of student teachers will succumb to minor ailments when on placement which may require 24/48 hours rest and absence from school. Other leave requires greater consideration, and is not necessarily granted. Illness during school experience Student teachers who become ill during school experience must personally inform the school by telephone before the start of the school day, on the day that they become ill. They also need to inform the university by contacting the Placements and Partnership Team, Tel: 01752 585324 or [email protected]. They should also inform their University Mentor/Visiting Tutor if they are due to visit on that day. If the illness persists a doctor’s note may be required. Absence as a result of accidental injury or hospitalisation Student teachers who cannot attend the school experience placement due to unexpected accidental injury or hospitalisation must personally inform the school on the day of their absence before the start of the day, and they should also inform both the Placements and Partnership team and their University Mentor/Visiting Tutor as above. A letter from the doctor or hospital may be required. Requesting leave of absence during school experience placements Any request for leave of absence during a school experience placement must be gained from the Headteacher in the first instance, who will judge whether or not it is appropriate in line with school policy that is applied to all other members of the school staff. If the request is granted the student teacher will then seek further verification from the Programme Leader by completing a Leave of Absence form. This will be considered and may or may not be granted. It is appropriate to seek Leave of Absence for:

• planned hospital visits/appointments; • school visits and interviews for first teaching posts; • the funeral of a close family member.

It is not appropriate to seek Leave of Absence for:

• an interview unrelated to securing a first teaching post i.e. a holiday job; • an interview relating to a post within the university i.e. hall of residence

manager; • the funeral of a person who is not a close relative (each school will have

specific guidance on this); • attending a wedding; • traveling to a wedding abroad or at a distance; • childcare issues.

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Please note: As part of the Primary Partnership Agreement schools have the right to ask a student to leave for a range of reasons which includes if they have concerns that the progress of the pupils in the school is being hampered by poor attendance or disruption caused by unnecessary or unauthorised absence.

Supervision during school experience placement The type and level of supervision in each placement varies according to the length and structure of the school experience and the type of Partnership Agreement made between the University and the school. There is a University Mentor assigned to every school experience placement whose role is to provide guidance and support for both the student teacher and the school, and to quality assure the placement and provision. They will visit the school and meet with the student teachers according to the framework outlined in the School Experience calendar (section 2).

Additional support and guidance

The campus based School Experience academic team supports student teachers, schools and mentors. In addition they will communicate with all partners and may visit the placement when additional support or guidance is required, or to carry out quality assurance checks. Students also have access to their Professional Tutor who can offer guidance and advice. The ITE Placements and Partnership team are part of the Professional Services team who will ensure that all enquiries are dealt with and reach the appropriate academic team member.

The University Mentor

The University Mentor is a member of a highly skilled professional team who bring a wealth of experience to Primary Partnership. Many of them do not have any campus based responsibilities. The team meet every term in order to carry out CPD, receive updates from the university, participate in moderation activities, and contribute to Partnership development and quality assurance checks. They also carry out peer appraisal activities and receive individual feedback from placement evaluations.

The School Mentor

In Associate Partnership schools there is a named School Mentor who has been trained to work with Plymouth University Primary ITE students. The School Mentor is required to attend refresher training on a 3 yearly cycle to ensure that they are familiar with Plymouth systems and procedures as well as updating mentoring skills based on the National Standards for mentors in ITE. The School Mentor is responsible for carrying out a weekly wellbeing and progress meeting with the student teacher and checking with the class teacher that all is well. Further information can be found in the online Mentor Handbook -https://www.plymouth.ac.uk/student - life/your - studies/academic - services/placements -

and workbased - learning/poppi

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The School Mentor is also responsible for carrying out an observation, discussing targets, conducting a learning conversation and completing the Monitoring and Evaluation Form (as per the calendar). They are also responsible for issuing any intervention that may be required during the placement to support the student teacher and should complete the end of placement Report in consultation with the class teacher and student teacher.

If the school is requested to bring the student teachers files to File Moderation (not in all placements) it should be the School Mentor that does so.

Please note: where a school has a trained mentor but feels that the person does not have capacity at any particular point they may change their partnership status online through the ARC login and the university mentor will play a greater role in supervision. This can happen at any point in the year or for any particular placement.

The Class Teacher

The class teacher provides the day to day support for the student teacher and models high quality teaching and learning opportunities to facilitate pupil progress. The class teacher will also provide daily and weekly feedback, guidance and support thus enabling the student teacher to flourish. Many class teachers are also University of Plymouth ITE Primary trained mentors or graduates and have an in depth understanding of the requirements of the Programmes. The class teacher can access further information and guidelines in the online document

In Teaching Partnership schools the class teacher will work closely with the University Mentor to ensure that all requirements are met.

The class teacher is invited to attend the class teacher/student teacher planning day which takes place in final placements only. This allows the class teacher and student teacher to plan both for the short and long term without interruption. The university offers a venue for this to take place and supply cover is paid. Alternatively, the day can take place in school or at a chosen location nearby where there may be easier access to resources, and which doesn’t require additional time spent in travelling. Again, the supply is paid for the class teacher but requires the quality assurance check list to be signed by the university mentor to verify that the planning day has taken place.

A support document called ‘Class teachers supporting Student teachers during school experience’ can be accessed via the poppi website, and outlines the role of the class teacher.

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SECTION 2

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BEd Primary

Year 3 School Experience Calendar Spring

Term 2019

Date

Detail

Associate Partnership Schools Teaching Partnership Schools

Prior to placement commencing

Placement briefing meetings for student teachers on campus. Students living away from campus must have secured accommodation and informed the ITE placements team, completed a travel bursary, contacted their placement school, and the university mentor to introduce themselves Personal preparation meeting with Professional Tutor on campus

University Mentors may contact the school and arrange the Partnership briefing meeting one or two weeks prior to the school experience

commencing.

University Mentors may contact the school and arrange the Partnership briefing meeting one or two weeks prior to the school experience

commencing.

Week 1 21st January 2019

School experience begins * please see note at end of calendar Focussed observation (1) Planning day for CT and student teachers ** see note at end of

calendar

SM and CT meet with UM for a 45 minute briefing meeting in school. UM meets student teachers (15 minutes per student teacher) and conducts wellbeing and preparation check. CT carries out Focussed Observation (1) CT and student teacher carry out planning of opportunities for the placement in venue arranged by the university

CT meets with UM for a 45 minute briefing meeting in school. UM meets student teachers (15minutes per student teacher) and conducts wellbeing and preparation check. CT carries out Focussed observation (1) CT and student teacher carry out planning of opportunities for the placement in venue arranged by the

university Week 2 Observation by the

mentor and completion SM UM

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of Monitoring &

28th January 2019

Evaluation Form (M&EF) (1) Student teacher uploads grade to Pebblepad CT carries out Focussed Observation (2) Early Alert issued no later than Friday 1st February 2019.

CT carries out Focussed Observation (2)


Week 3 4th February 2019





Joint observation and completion of Monitoring & Evaluation Form (M&EF) (2) Student teacher uploads grade to Pebblepad CT carries out Focussed Observation (4) Interim Assessment Point for Planning (see page )and transition to Final Placement Weekly Review document

SM and UM CT carries out Focussed Observation (4)

UM / CT CT carries out Focussed Observation (4)

Half term week


Observation and completion of Monitoring & Evaluation Form (M&EF) (3) Student teacher uploads grade to Pebblepad CT carries out Focussed Observation (5) Cause for Concern


UM and CT CT carries out Focussed Observation (5)

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issued no later than Friday 1st March 2019. Attendance at moderation meeting requested at this point

Week 6 4th March 2019

Observation and completion of Monitoring & Evaluation Form (M&EF) (4) Student teacher uploads grade to Pebblepad Focussed observation (6) Deadline for submission of interim grades Thursday 7th March 2019

SM CT carries out Focussed Observation (6)

UM CT carries out Focussed Observation (6)


Focussed observation (7) Moderation Meetings held during this week




Joint Observation and completion of Monitoring & Evaluation Form (M&EF) (5) Upload grade to Pebblepad Focussed observation (8) Visits will be made by External Examiners during this week Insufficient Progress should be issued no later than Wednesday 20th March


UM and CT CT carries out Focussed Observation (8)


Focussed observation (9)



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Week 10 1st April 2019

Observation and completion of Monitoring & Evaluation Form (M&EF) (6) Upload grade to Pebblepad Focussed observation (10) End of school experience. Reports should be completed electronically by this date and emailed together with a Word document of the final

SM CT carries out Focussed Observation (10)

UM CT carries out Focussed Observation (10)

profile towards the Teachers’ Standards to the Partnership Office by Friday 5th April 2019

Notes: *School experience placement begins 2 weeks after the start of the spring term 2019 **A venue for the class teacher/student teacher planning day will be offered across the Partnership. Alternatively, if travel time and distance is an issue this can take place in school or at a nearby, convenient location. *** If during the course of the placement the school has a training day or if the holiday and half term dates are not exactly as published here (some schools may have extended half term) the university mentor will check with the SE academic team advise the best course of action.

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Quality Assurance Record BEd (Primary and EY) School Experience

Checklist for observation and feedback; and Quality Assurance Record for class teacher, school and University Mentor. This QA record should be placed at the front of student teachers’ Practical Teaching File.

Weekly Focussed Observation and Feedback

Student teachers should be observed using the Focussed Observation form and have a feedback and learning conversation on a weekly basis. This is a minimum requirement but further focussed observations may be required or negotiated.

Completion of the Monitoring and Evaluation Form

These forms are completed by the school or university mentor at key points in the placement calendar. There is a requirement for joint observations and completion of this form as indicated in the calendar. This should be jointly carried out by the university mentor and the school mentor in Associate Partnership schools, and by the university mentor and the class teacher in teaching Partnership schools.

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Week/date

University Mentor

Class Teacher

School Mentor

Monitoring & Evaluation

Form completed

Focussed Observation

Feedback Given

Initials of person carrying out the weekly focussed observation

Student teacher’s initials

Date

Week 1

w/c 21.1.19

Week 2

w/c 28.1.19

The class teacher/student

teacher planning day

was carried out.

Week 3

w/c 4.2.19

Week 4

w/c 11.2.19

Week 5

w/c 25.2.19

Week 6

w/c 4.3.19

Week 7

w/c 11.3.19

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Week 8

w/c 18.3.19

Week 9

w/c 25.3.19

Week 10

w/c 1.4.19

Plymouth Institute of Education, Primary Partnership Safeguarding and Ethics Understanding for School Experience Prior to the each school experience placement all student teachers will have re-familiarised themselves with DfE publication ‘Keeping children safe in education, Statutory guidance for schools and colleges, September 2018.’ This will have been checked with each individual by their Professionals Tutor.

Student teachers must ensure that they have a clear understanding of the processes involved in safeguarding and ethics procedure and practice in the school in which they are placed. They must have a conversation with the School Mentor, Headteacher, or Designated

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Safeguarding Officer so that there will be no lack of clarity over all matters of safeguarding and ethics for the duration of the school experience.

All student teachers will make this a first priority when taking part in any School Experience. All Partnership Schools have a responsibility to ensure that this has been carried out on the student teacher’s first day in school.

Please tick and sign to confirm:

Have the school’s Safeguarding Policy and Procedures been clearly shared with the student teacher?

Yes □ No □

Has the student teacher been given a paper copy of the policy and accompanying documentation?

Yes □ No □

Does the student teacher have clear understanding on ethical matters as set out by the school’s governing body?

Yes □ No □

Does the student teacher have this as a document in their file?

Yes □ No □

Does the student teacher have a clear understanding on all matters pertaining to the Health and Safety of all members of the school community in relation to fire procedures and evacuation of the building and whistle blowing?

Yes □ No □

Does the student have a document in their file with evacuation guidance and fire procedures?

Yes □ No □

Has the student teacher confirmed that they are familiar with ‘Keeping children safe in education document?

Yes No

Safeguarding, ethical conduct, fire and evacuation procedures and whistle blowing have all been discussed, and there is written guidance in the student’s file as indicated above:

Student teacher: ……………………………………………………………Date:…………………..

School Mentor/Headteacher/Designated Safeguarding Officer: ………………………………...

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Introduction to the final school experience placement for BEd 3 The final school experience is designed to enable the student teacher to demonstrate that they aspire to meet the Teachers’ Standards to the highest possible level.

All student teachers understand that they are guests in the working environment of the school. The school will prioritise the needs of the pupils above all else. As a student teacher the expectation is that they will recognise, respect, commit to and demonstrate flexibility in their approach to meeting the requirements of the school experience element of the Programme and the needs of the school. In doing so, they will clearly demonstrate Part Two of the Teachers’ Standards.

Student teachers placed in KS1 classes may be required to work with Reception age children. Where this is the case it is essential that that the student teachers reads the Notes of Guidance – Early Years (see Primary Partnership Portfolio on the poppi

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website https://www.plymouth.ac.uk/student - life/your - studies/academic - services/ placements and - workbased - learning/poppi or Moodle). They should take steps to ensure they are sufficiently prepared for working within EYFS prior to starting the placement.

The Start of Placement At the start of placement the student teacher has the opportunity to get to know the class and the needs of its individual members through discussions with class teachers and other appropriate professionals, and by undertaking episodes of teaching. This should be on a daily basis in a core subject and be negotiated with the class teacher. Student teachers must discuss and sign, with the school’s appropriate representative, the Safeguarding and Ethics proforma and keep at the front of their Practical Teaching File within the first day of the placement. Week 1 also provides the opportunity for the student teacher to observe routines, classroom organisation and relationships; begin to establish links with parents and start to assess pupils’ knowledge, skills and understanding. Student teachers are also expected to gather information about the school/setting, its policies, routines and curriculum planning, monitoring, assessment, recording and reporting procedures. By the end of this initial period student teachers should have discussed in outline the ways in which their School Based Training programme will develop over the period of the placement. (During the period of the placement the School Based Training programme should reflect the revisions of the student teacher’s targets). In this final placement, it is highly recommended that class teachers and student teachers spend a day supported by university staff to plan and prepare extensively and in detail for the placement at venues offered across the Partnership. Supply cover is paid for the class teacher. If, however, for logistical reasons this is not practicable a day should be spent in school or another agreed location in order for this highly valuable opportunity to take place. The university mentor will check and sign the QA record to indicate that this has taken place. The student teachers start the placement with their files prepared and checked by their Professional Tutor. By the end of the week the signed check list will provide clear evidence of the following, which will support their professional development as they move into the NQT year. They should have:

o met the Designated Safeguarding Officer and have jointly signed the Safeguarding and Ethical Conduct Proforma undertaken observation of the class teacher maintaining routines, classroom organisation and management; rules, responses and expectations around personal professional conduct; rules, responses and expectations around behaviour management

o undertaken observation of the professional relationship between class teacher, pupils, their parents and family

o utilised opportunities to observe how the class teacher assesses pupil learning progress (knowledge, skills and understanding)

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o undertaken opportunities to observe effective and sustained teaching of core subjects with regard to impact and pupil progress

o undertaken opportunities to negotiate advantages to teach their specialist subject across the whole age range

o undertaken opportunities to observe high quality practice in non-core subjectso undertaken opportunities to observe and record teaching strategies used

within the classroom and in other age phases o undertaken opportunities to negotiate advantages to teach across the Areas

of Learning if in EYFS o appraised themselves of resources (both human and practical) and learning

opportunities with the school which will support and impact on their learning, development and progress throughout the placement

o begun to negotiate opportunities to work with and plan for pupils who have particular educational needs, working within the Code of Practice, and knowing how to access additional support and guidance from key staff

o appraised themselves of how the school implements SMSC and fundamental British Values

o established their timetable for week 2 o identified their 6 profile children for the Pupil Progress File o discussed their previous placement report and targets that were set with the

class teacher and/or mentor o agree to seek guidance advice and support with the class teacher

By the end of the second week the student teacher will have completed the checklist to indicate that they have:

o carried out a planning day with the class teacher – either at a university venue or at a venue closer to the location of the school

o discussed personal professional targets and learning opportunities to determined their personalised School Based Training programme

o established their timetable for week 3 in negotiation with the class teacher which clearly sets out their 75% classroom based commitment and their 25% SBT

o determined where and when there are opportunities to share subject specialist knowledge and skills to support pupils learning

o negotiate opportunities to teach phonics, grammar and spelling to groups and whole class as appropriate and to receive focussed observations and recorded feedback

o negotiate opportunities to teach mathematics as appropriate negotiate opportunities to teach phonics, grammar and spelling as appropriate

o continued to seek guidance and advice form the school staff and university mentor where applicable

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For the remainder of the placement the student teacher should:

o seek and receive regular feedback on their teaching to inform their progress o receive regular weekly feedback and support to plan a structured timetable for

the following week which fully utilises all opportunities within the classroom and within the school

o reflect on the placement on a weekly basis in the Reflective Weekly Overview and determine challenges and next steps. Share this with their Mentor

o continue record evidence of achievement towards the Standards o evaluate all teaching, consider the impact and the progress of pupils in the

class o maintain and keep regularly updated the Practical Teaching File, Pupil

Progress File and context sheets for profile pupils’ work; Evidence Towards the Standards record and Professional Profiling Grid.

Files The student teachers are required to have

i) A Practical Teaching File ii) A Pupil Progress File

They may have a Resources File which is not assessed and a Professional Development Portfolio which will be stored electronically. A detailed set of guidelines for all school experience placements can be found in the Primary Partnership Portfolio on the POPPI website link https://www.plymouth.ac.uk/student - life/your studies/academic - services/placements - and - workbased - learning/ poppi and student teachers will have prepared their files in advance and had them checked by their Professional Tutors. The maintenance and upkeep of these files, which must be clearly tabulated to indicate where evidence of their progress can be found, is the student teachers responsibility professional responsibility. However, it is incumbent on the class teacher, School Mentor and University Mentor to support them in this.

Curriculum expectations

English There is an expectation that all student teachers will observe, teach and be given feedback on the teaching of all aspects of English as appropriate to the age phase or key stage in which they are working. They need to continuously develop there awareness of the impact of teaching phonics, spelling and grammar, as well as their practice. They should also find out the approaches that are used in the other age phases/key stages in the school and have evidence of 2 focussed observations that they have made of this. They should regularly comment on these approaches in their Reflective Weekly Overview, recording how they have influenced their teaching in all areas of the curriculum and the impact on pupil progress.

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In addition student teachers in year 1 School Based Work placement in the autumn term must complete the required English task that they have been set as part of their modular campus based work. Mathematics There is an expectation that all student teachers will observe, teach and be given feedback on the teaching of mathematics as appropriate to the age phase or key stage in which they are working. All student teachers should be mindful of, and reflect on, misconceptions in mathematics. They should also find out the approaches that are used in the other age phases/key stages in the school and have evidence of 2 focussed observations that they have made of this. They should regularly comment on these approaches in their Reflective Weekly Overview, recording how they have influenced their teaching in all areas of the curriculum and impacted on pupil progress. The Broader Curriculum All student teachers have undertaken an introductory course in each subject. Student teachers’ profiles contain details of their teaching experience in broader curriculum subjects. Student teachers should try to include as many broader curriculum subjects (including RE) as possible in their teaching during this final placement. All student teachers should teach PE during Final School Experience and have a focussed observation of this even where the teaching/coaching is outsourced. The 3 R’s of the Behaviour Curriculum – Routines, Responses and Relationships Student teachers are expected to develop their knowledge and understanding of the impact of well-designed and consistently implemented behaviour policies and strategies. They will have input through campus based learning and throughout each school experience placement they will build their knowledge of effective behaviour management on a range of strategies that they observe, see modelled and practice. They will receive feedback on their own engagement with each schools behaviour policy and strategies to support their Reflective Weekly Overviews and make clear links between effective behaviour strategies and their impact on children’s learning. The Professional Profile In preparation for each school experience placement the student teacher will meet their Professional Tutor to discuss their professional targets for progress and record them on the Primary Partnership Professional Profiling Grid. These will be

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based on previous experience in school. These personal targets must also be shared with the mentor at their first meeting. A learning conversation about the professional profile and progress of each student teacher is integral to the completion of the Monitoring and Evaluation Form. Targets will be recorded here and evidence that the previous targets have been met, thus creating a narrative trail. Progress towards the Teachers’ Standards will be agreed and recorded on the Primary Partnership Professional Profiling Grid and kept in the front of Practical Teaching file. Student teachers will indicate with an orange dot when they have gathered evidence (normally two pieces) towards achieving each element of the Standards targeted. This will be accompanied by the Evidence towards the Standards Progress Sheet which will provide a clear and concise record of evidence presented at each Stage. These can be located in Section 3. When mentors are satisfied that the evidence clearly indicates the achievements as tabulated and recorded on the Evidence towards the Standards Progress Sheet in the student teacher’s files, they will initial the element and it can be “greened”. This must be done on a regular basis. The completed Primary Partnership Professional Profiling Grid should be captured as an electronic attachment and sent with the report at the end of the placement. The student teacher should carefully retain the original and final document in their PDP as a basis for discussion with the Professional Tutor prior to their next placement or NQT year. The Monitoring and Evaluation Form This is a document which the Partnership has developed in response to comments from evaluations and national initiatives. The purpose of this evaluation is to determine a more holistic and detailed view of the student teachers’ progress. It forms the core of their personal targets and progress. It includes:

• a short, focussed observation linked to specific targets for improvement that the student teacher has previously identified;

• a learning conversation with key questions about the impact of teaching on learning;

• further discussion on areas for further development and agreed targets to take forward;

• comment on files, preparation and professionalism as exemplified in Part 2 of the Teachers’ Standards;

• an agreed overall grade which the student teacher uploads, which gives the campus based staff, university mentor, and their professional tutors an indication of their progress.

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Reflective Weekly Overview and Progress Record, Part 1, 2 and 3 The Self Review: Assessment for Learning document (see page 61.) is a valuable aide memoire for student teachers at all stages of their professional development in order to support their own, continuous learning. Student teachers should use it as a guide in order to assist in critical reflection on episodes of teaching and learning and in particular to ensure that feedback to pupils is robust Part 1 – requires the student teacher to reflect on all Teachers’ Standards that they have addressed during the course of the week, including those that they had identified as specific targets for improvement. Part 2 – requires the student teacher to reflect on the progress of 3 different groups of pupils (individuals, small groups, whole class) during the week. They should consider how their teaching has impacted on the progress of these 3 groups and include commentary on marking and assessment, and future planning. Part 3 – requires the student teacher to consider their progress, and that of the pupils to date and as a result, identify their personal targets for the coming week. They will be directly linked to the Teachers’ Standards and be reported on in Part 1 of the following week’s progress record.

It is a requirement that Reflective Weekly Overview and Progress Record, Part 1, 2 and 3 is emailed to the mentor, who will provide a signed copy for the student to include in their Practical Teaching File, in each tabulated weekly section. At the point of transition to school planning in the final placement student teachers should also transition to the Final Placement Reflective Weekly Overview Lesson Planning and Evaluation The Lesson Planning and Evaluation Form should be used in all school experience placements when the student teacher is required to plan and prepare an episode of teaching and learning. They are working documents and should be completed including annotations to clearly indicate developments, change and challenge. In final placements the mentor supporting the student teacher will make a decision about whether the student teachers planning, the evaluation of their teaching and the understanding of the impact of this on pupil progress is sufficiently developed to allow them to use the school’s preferred mode of planning. The calendar at the start of each set of Notes of Guidance for final placements, indicates when this is likely to be. When the transfer to school planning is made key principles around evaluating teaching and learning must be included in annotations and shown in Reflective Weekly Overview. Lesson Planning and Evaluation Forms should be kept in the Practical Teaching File under each weekly tabulated section. Focussed Observations

The purpose of these is threefold: Page | 28

1. The focussed observation is a weekly requirement throughout the placement and should be carried out by the School based Tutor. The focus of the observation should be negotiated between the student teacher and the SBT and be linked to targets for progress as previously identified in weekly reviews and learning conversations.

2. They should be used by the student teacher to gather evidence of and provide

opportunities for personal professional development and progress during the 25% School Based Training Programme. In this instance the focus needs to be discussed and agreed with the mentor, and negotiated with the recipient of the observation. Professional boundaries need to be observed with the student:

a) agreeing the focus of the observation with the person being observed and b) following up the observation with a learning conversation with the person, with

agreed outcomes.

3. The student teacher should negotiate with other teaching staff to complete other focussed observations in order to support their individual progress and directly linked to their Professional Profile targets and School Based Training Programme.

Completed focussed observations should be kept in the clearly identified and tabulated section of the Practical Teaching File. Progress during School Experience Discussions about a student teacher’s progress and targets for improvement during each placement are based on:

• the Monitoring and Evaluation Form which includes an observation, learning conversation, the school’s viewpoint and the engagement of the student teacher in a professional capacity within the school, the grades from which are uploaded electronically at specific points in the placement by the student teacher. Failure to do so may result in Cause for Concern being issued;

• weekly focussed observations of the student teacher; • Reflective Weekly Overview • The Professional Profiling Grid • Lesson planning and evaluation, and all teaching, learning and pupil progress

through the presentation, organisation and content of required files;

Level of Expectation in Final School Experience The range of demands for Final School Experience is extensive. Student teachers should remember that this is a long placement and pace their work accordingly. Priorities will need to be negotiated and realistic targets established with help from colleagues in the school/setting and university tutors. As student teachers learn to cope with the complex demands made upon them they also need to appreciate that their role is more than meeting a set of discrete standards. They need to recognise the ways in which teachers are able also to provide innovative and exciting teaching which motivates and challenges pupils. Throughout the placement they need to use their own targets for improvement and challenge and show how their teaching can develop and improve to make an impact on children’s learning. At this stage in the careers as beginning teachers, they need to appreciate that they will not succeed in every respect all of the time, but show that they have the creativity, commitment, energy, enthusiasm, resilience and potential which successful teaching demands.

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Teaching Commitments and expectations Student teachers should be working in the classroom with their SBT for 75% of the time, gradually leading up to being responsible for teaching the whole class. This must be determined by, and in consultation with the class teacher and the mentor. Advice and guidance may be sought from the university mentor supporting the placement. For 75% of the school week the student teachers should be expected to:

• teach English and mathematics using the schools preferred scheme;

• teach science (or Understanding the World in Early Years Foundation Stage) where possible, if necessary as part of the School Based Training Programme;

• exploit all opportunities for effective and sustained teaching of the core subjects;

• teach their specialist subject across the whole age range where possible;

• teach PE (under supervision of the class teacher) and have a graded observation by

their mentor using the Monitoring and Evaluation form;

• use ICT appropriately in the core and other subjects;

• teach a range of broader curriculum subjects including Religious Education;

• make use of a variety of strategies and resources (including TAs), to enable them to differentiate their teaching;

• plan for, and include, TAs as part of the teaching team;

• undertake monitoring, assessment, recording and reporting of pupils’ achievements;

• support the weekly planning activity of SBT in PPA time if appropriate;

Student teachers in consultation with the School/University Mentor who have been identified at the interim assessment point (end of week 4) - as having good or very good planning in particular areas may move towards working with the school’s planning frameworks and systems in these curriculum areas. It is also at this point that we hope stronger student teachers will be able to explore more imaginative approaches to teaching and learning. However, they will still need to evaluate and assess the lessons planned and taught and show evidence of this. They can also begin to use the Final Placement Reflective Weekly Overview. During this final placement student teachers may support residential visits in other classes or key stages if they are clearly demonstrating that they have reached or exceeded the required progress at that point and will continue to do so. The school or university mentor will record the agreement to attend a residential visit on a Monitoring and Evaluation Form.

The School Based Training Programme Please note this time should not be allocated for planning, marking or private study.

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This is a professional learning component to school experience called school based training. It takes place in the 25% of time remaining. Each student teacher should negotiate this school based training with the teacher in order to develop a heightened awareness of the following list which is not exhaustive but should include: -

• in KS1/2 undertake observations of good practice in core and specialist subjects, including co-ordination and leading a team;

• in Early Years Foundation Stage, undertake observations of good practice in their specialism, including co-ordinating and leading a team;

• observation of an early reading lesson that uses synthetic phonics (perhaps Letters and Sounds) as the primary approach to teaching initial decoding and encoding skills;

• embrace opportunities for professional dialogue related to the above;

• develop an awareness of other professionals who support children’s learning or development including, where possible, before and after school care;

• meet with the core subject co-ordinators where appropriate; • observing the teaching of ICT;

• develop an awareness of the range of TAs and their roles across the school/setting,

through observation, team teaching and discussion as appropriate;

• undertake assessment and pupil progress activities including book scrutiny;

• evaluate lessons/activities, plan and resource lessons/activities, mark/assess pupils’ work and record pupil progress;

• discuss Profile Pupils’ progress against national benchmarks with an experienced colleague;

• address targets identified during earlier school experiences and university based modules and detailed in the student teachers’ professional development profile;

• identify how SMSC is linked across the curriculum and how Fundamental British Values are exemplified;

• take the opportunity to simulate a parent/carer interview on the basis of one of the pupils’ written reports with a school colleague;

• meet with the Headteacher or Deputy Headteacher to discuss the whole school targets and how these relate to national data.

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BEd 3 Record of School Based Training

All Professional Learning Activities

An outline of the student teacher’s school based training opportunities can be recorded at a very early point in the school experience and additions made throughout. These opportunities should be clearly referenced to the Teachers’ Standards and used comprehensively as evidence.

Week Specific Professional Learning Activities and links to Teachers’ Standards

Weekly professional learning activities and links

to Teachers’ Standards e.g. staff meetings

Week 1 w/c 21 January

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Week 2 w/c 28 January

Week 3

w/c 4th February

Week 4 w/c 11th

February

Week 5 w/c 25th

February

Week 6 w/c 4th March



Week 9 w/c 23rd March

Week 10

w/c 1st April

We recommend that this is enlarged to A3. Wider responsibilities - beyond the school day Student teachers are expected to: -

• maintain their professional profile;

• continue to analyse and reflect on significant issues or events;

• continue to plan and resource lessons using research to inform practice;

• participate in the general life of the school;

• develop an increasing awareness of the network of relationships existing in the setting;

• develop increasing confidence about working within this network by attending

meetings or contributing to subject specific planning;

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• upload grades on Pebblepad (as per the calendar) from the Monitoring and Evaluation Record as whole digit.

Pupil Progress At this final stage they should continue to extend their knowledge and understanding of pupil progress in the school context and demonstrate their achievement of the Teachers’ Standards that relate to assessment and monitoring. Working alongside an experienced colleague, student teachers need to further develop their understanding of how to undertake monitoring and formative assessment of pupils’ learning as part of their teaching. This will range from elicitation exercises to marking, questioning or oral and written feedback and will be part of the planning assessment cycle. Student teachers will also, where possible, become involved in diagnostic assessment to identify the extent of pupils’ existing understanding and any gaps or misconceptions in that learning in order to help them consider targets for individual pupils’ development. Student teachers are expected to:

• prepare for their work in assessment and monitoring through discussing the school’s approach to marking, monitoring, assessment and record keeping with members of staff as appropriate;

• be aware of the school’s Key Stage, local and national initiatives and class targets and how these impact on planning;

• in their planning and evaluations identify next steps which are based on assessment of pupils’ progress in relation to learning objectives and use this information to adjust planning and teaching in order to bring about improvement;

• use keeping track sheets as a guide for their planning

• monitor the achievements of the whole class, across the core subjects and their special subject;

• undertake formative assessment, giving immediate and constructive feedback which

supports pupils as they learn including giving examples of progress;

• demonstrate that they are able to help pupils take an active role in their own learning, including using and adapting individual pupils’ targets appropriately;

• use assessment outcomes and discussions with appropriate colleagues (TAs) to support differentiation in planning and teaching;

• maintain records in keeping with the school’s procedures and systems (individual, group, class or cohort records) which contribute to planning, teaching and reporting;

• make a detailed core and special subject profile for six pupils based on a variety of assessment strategies;

• with the support of an experienced colleague assess profiled pupils’ progress against new performance descriptors and school assessment frameworks;

• reflect on the impact of TAs on the learning of one of the profile pupils;

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• where possible, work with children in a SATs classroom to further develop their

understanding of national benchmarks;

• prepare simulated reports for parents, relating to attainment in English and mathematics, science and their specialist subjects for three of the profiled pupils;

• discuss these reports with school based colleagues and where possible be given the opportunity to deliver reports orally;

• meet the Headteacher, Deputy Headteacher or Senior School Leader with responsibility for pupil progress to discuss the whole school targets and how these relate to national data.

Assessment of the final school experience placement Assessment of final school experience will take the form of a holistic summation based on the Teachers’ Standards but also using careful and professional consideration of a range of evidence drawn from:

• the quality of the Practical Teaching File and the Pupil Progress file;

• examples of pupils’ work initiated, marked and assessed by the student teacher in the Pupil Progress file;

• written feedback from class teachers and mentors in the Monitoring and Evaluation Form and associated grades;

• written feedback on focused observation sheets;

• written records of professional conversations, meeting notes and CPD opportunities;

• The Professional Profile and associated evidence, linked directly to the Teachers’

Standards;

• final reports from School or University Mentors; The final Report Form (see Section 3) will comprise of a detailed overview which will be completed electronically and emailed together with a digital copy of the final professional profile to the Partnership Office. Guidance on completion is detailed in the report form. This will include all aspects of the student teachers’ achievements; levels of professionalism; collaborative and independent working; initiative; commitment to the pupils, school and the profession. It will also make reference to the Teachers’ Standards 2012, Part 2. The student teacher will agree with the author of the report those aspects of the experience where opportunities for progress and development have been limited, and agree a set of between three and five targets to take forward into their NQT year (with possible means of actioning these). All grades are provisional until ratified by the Board at the end of the academic year. The final school experience grade will be considered along with previous school experience grades and academic study achievements across the Programme in order to provide realistic and holistic summary of achievement on completion of the Programme. All student teachers in this final placement are: Page | 35

Expected to achieve within Stage 2 but it is likely that

They will exceed expectations, and achieve within Stage 1.

Note: If the student teacher is achieving any element of any Standards within a Stage they can be deemed as working within that Stage.Student teachers have a professional responsibility to upload the final page of the signed report to the DLE. Reports should be submitted within 5 working days of the end of the placement as instructed on the report form

File Moderation Meetings and Quality Assurance File Moderation meetings are a crucial part of the Partnership’s rigorous quality assurance procedures and are held at a variety of locations across the Partnership. Most importantly, they form a key element of the on-going student support and feedback process. The placement school of those students whose files are required at moderation will be notified well in advance so that either the School Mentor or the University Mentor can attend. This will happen as a minimum on a two yearly cycle. Supply cover and travel expenses are provided in order for all quality assurance processes to take place within the Partnership. File Moderation meetings are held normally just after the midpoint of the placement and following submission of interim grades. Files are assessed and moderated against the Teachers’ Standards. School Mentors are required to send an interim grade to the University mentor at the required point in the placement calendar and will be prompted to do so. All members of University Mentor team are required to send these interim grades to [email protected] before the File Moderation meetings take place. Student teachers whose files are selected for moderation should not be overly concerned about the process. However, they should ensure that their Practical Teaching File and Pupil Progress File are well presented and fully reflect the standard of work they have completed in school and the progress that they have made. This can be achieved through clear tabulation and recording of evidence. External Examiners The Plymouth Institute of Education arranges for a selection of student teachers to be visited by External Examiners during final placements. The selection normally includes some student teachers completing the period of school experience who have been recommended for a 'fail' grading by school or university mentors, together with a sample of other student teachers representing a range of achievement. If a student teacher is selected, the host school, the student teacher and university mentor will be contacted and advised of the process involved. The lead External Examiner for each programme provides a written report to the University, which is considered by the appropriate Assessment Panel and the BEd and PGCE Primary Partnership Programmes Committees. Responses to matters of concern are indicated in the reports and reviews required by the Plymouth Institute of Education and Faculty and monitored by the Academic Standards Committee.

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Identification of Areas of Concern – intervention and support – withdrawal from placement Intervention and support The Primary Partnership Portfolio https://www.plymouth.ac.uk/student - life/your - studies/academic services/placements - and - workbased - learning/ poppi details the procedure to be adopted and the relevant proforma can be found here. Prior to this written feedback in the Monitoring and Evaluation Form completed by the mentor must clearly identify any areas of concern as should comments on the Reflective Weekly Overview when reviewed by the mentor. The following interventions should be used in a timely way to support the student teacher. The calendar gives a clear indication of when, and until which point they should be used. It is the responsibility of the School Mentor in Associate Partnership schools and the University mentor in teaching Partnership schools to complete FORMS A, B and C as required and to send them to [email protected]. They can only be issued when the student teacher is in school so if they are absent they should not be issued until their return.

• FORM A - Early Alert can be used up until Wednesday 21st March 2019;

• FORM B - Cause for Concern can be used and should be issued no later than Friday 18th May 2019;

• If concerns continue the FORM C - Insufficient Progress formal notification should

be given to the student teacher no later than Wednesday 13th June 2019.

Withdrawal from placement

The Headteacher of the school has the authority to ask the university to remove the student teacher from the placement at any point by using FORM D. The form, guidance and an exemplar are available on https://www.plymouth.ac.uk/student - life/your - studies/academic services/ placements - and - workbased - learning/poppi The university may deem it necessary to withdraw a student teacher from placement if they feel that remaining in that placement is detrimental to their wellbeing or professional progress towards the Teachers’ Standards. The school experience academic team will oversee the process and ensure that the school is kept informed. Whilst all circumstances of ill health, personal issues and wellbeing will be considered on an individual basis the university cannot guarantee to find another placement regardless of how the placement came to an end. However, if they are able and elect to do so the approach to another Partnership school will be transparent.

If a student teacher wishes to voluntarily step out before the completion of their placement it is mandatory that they discuss this with their university mentor, a member of the school experience academic team and their Professional Tutor first. They will be advised of their options by the Senior Tutor and Programme Leader in order that they make an informed decision.

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12. Evaluation At the end of the school experience, all Partners are invited to contribute to our on-going quality assurance process by completing an evaluation form. The information from the evaluations form a valuable part of our ongoing quality assurance process and contributes to the development of the Programme through the Primary Partnership Working group, the Primary Programmes Committee and the academic campus based teaching team.

Checklist for student teachers and class teachers By the end of the first week student teachers should have:

Details of the placement requirement Please tick

when completed

1 met the Designated Safeguarding Officer and have jointly signed the Safeguarding and Ethical Conduct Proforma

2 undertaken observation of the class teacher maintaining routines, classroom organisation and management; rules, responses and expectations around

3 undertaken observation of the professional relationship between class teacher, pupils, their parents and family

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4 utilised opportunities to observe how the class

teacher assesses pupil learning progress (knowledge, skills and understanding)

5 undertaken opportunities to observe effective and sustained teaching of core subjects with regard to impact and pupil progress

6 undertaken opportunities to negotiate advantages to teach their specialist subject across the whole age range

7 undertaken opportunities to observe high quality practice in non-core subjects

8 undertaken opportunities to observe and record teaching strategies used within the classroom and in other age phases

9 undertaken opportunities to negotiate advantages to teach across the Areas of Learning if in EYFS

10 appraised themselves of resources (both human and practical) and learning opportunities with the school which will support and impact on their learning, development and progress throughout the placement

11 begun to negotiate opportunities to work with and plan for pupils who have particular educational needs, working within the Code of Practice, and knowing how to access additional support and guidance from key staff

12 appraised themselves of how the school implements SMSC and fundamental British Values

13 established their timetable for week 2

14 identified their 6 profile children for the Pupil Progress File

15 discussed their previous placement report and targets that were set with the class teacher and/or mentor

15 agree to seek guidance advice and support with the class teacher

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Signature of student teacher: ……………………………..

Signature of class teacher: ………………………………..

Date: …………………………………….

Checklist for student teachers and class teachers From the start of week two and for the remainder of the placement should have: Details of the placement requirement Please tick

when completed

16 carried out a planning day with the class teacher – either at a university venue or at a venue closer to the location of the school

17 discussed personal professional targets and learning opportunities to determined their personalised School Based Training programme

18 established their timetable for week 3 and beyond as appropriate in negotiation with the class teacher which clearly sets out their 75% classroom based commitment and their 25% SBT

19 determined where and when there are opportunities to share subject specialist knowledge and skills to support pupils learning

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20 negotiate opportunities to teach phonics, grammar

and spelling to groups and whole class as appropriate and to receive focussed observations and recorded feedback

21 negotiate opportunities to mathematics as appropriate negotiate opportunities to teach phonics, grammar and spelling as appropriate

22 continued to seek guidance and advice form the school staff and university mentor where applicable

24 sought and received regular feedback on their teaching to inform their progress

25 received regular weekly feedback and support to plan a structured timetable for the following week which fully utilises all opportunities within the classroom and within the school

26 reflected on the placement on a weekly basis in the Reflective Weekly Overview and determined challenges and next steps. Shared this with their Mentor

27 continued to regularly record evidence of achievement towards the Standards

28 evaluated all teaching, considered the impact and the progress of pupils in the class

29 maintained and kept regularly updated the Practical Teaching File, Pupil Progress File and context sheets for profile pupils’ work; Evidence Towards the Standards record and Professional

Profiling Grid.



Date: …………………………………….

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Checklist for student teachers and class teachers

For the 75% element of the school experience programme the student teacher should be expected to: Details of the placement requirement Please tick

when completed

30 teach English and mathematics using the schools preferred scheme

31 teach science (or Understanding the World in Early Years Foundation Stage) where possible, if necessary as part of the School Based Training Programme

32 exploit all opportunities for effective and sustained teaching of the core subjects

33 teach their specialist subject across the whole age range where possible

34 teach PE (under supervision of the class teacher) and have a graded observation by their mentor using the Monitoring and Evaluation form

35 use ICT appropriately in the core and other subjects

36 teach a range of Broader Curriculum subjects including Religious Education;

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37 make use of a variety of strategies and resources

(including TAs), to enable them to differentiate their teaching

38 plan for, and include, TAs as part of the teaching team

39 undertake monitoring, assessment, recording and reporting of pupils’ achievements

40 support the weekly planning activity of SBT in PPA time if appropriate



Date: …………………………………….

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Checklist for student teachers and class teachers For the 25% School Based Training professional learning component of the school experience programme the student teacher should be expected to negotiate opportunities to:

Details of the placement requirement Please tick when completed

41 in KS1/2 undertake observations of good practice in core and specialist subjects, including co-ordination and leading a team

42 in Early Years Foundation Stage, undertake observations of good practice in their specialism, including co-ordinating and leading a team

43 observation of an early reading lesson that uses synthetic phonics (perhaps Letters and Sounds) as the primary approach to teaching initial decoding and encoding skills

44 embrace opportunities for professional dialogue related to the above;

45 develop an awareness of other professionals who support children’s learning or development including, where possible, before and after school care

46 meet with the core subject co-ordinators where appropriate;

47 observing the teaching of ICT 48 develop an awareness of the range of TAs and their

roles across the school/setting, through observation,

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team teaching and discussion as appropriate; 49 undertake assessment and pupil progress activities

including book scrutiny

50 evaluate lessons/activities, plan and resource lessons/activities, mark/assess pupils’ work and record pupil progress

51 discuss Profile Pupils’ progress against national benchmarks with an experienced colleague

52 address targets identified during earlier school experiences and university based modules and detailed in the student teachers’ Professional Development Profile

53 identify how SMSC is linked across the curriculum and how Fundamental British Values are exemplified

54 take the opportunity to simulate a parent/carer interview on the basis of one of the pupils’ written reports with a school colleague

55 meet with the Headteacher or Deputy Headteacher to discuss the whole school targets and how these relate to national data


Signature of class teacher: …………………………… Date: …………….

Checklist for student teachers and class teachers In order to develop the student teachers knowledge and understanding of pupil progress through undertaking assessment activities they should: Details of the placement requirement Please tick

when completed

1 prepare for their work in assessment and monitoring through discussing the school’s approach to marking, monitoring, assessment and record keeping with members of staff as appropriate

2 be aware of the school’s Key Stage, local and national initiatives and class targets and how these impact on planning;

3 in their planning include evaluations and identify next steps which are based on assessment of pupils’ progress in relation to learning objectives and use this information to adjust planning and teaching in order to bring about improvement

4 use keeping track sheets as a guide for their planning 5 monitor the achievements of the whole class, across the core

subjects and their special subject

6 undertake formative assessment, giving immediate and constructive feedback which supports pupils as they learn including giving examples of progress

7 demonstrate that they are able to help pupils take an active role in their own learning, including using and adapting individual pupils’ targets appropriately

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8 use assessment outcomes and discussions with appropriate colleagues (TAs) to support differentiation in planning and teaching

9 maintain records in keeping with the school’s procedures and systems (individual, group, class or cohort records) which contribute to planning, teaching and reporting

10 make a detailed core and special subject profile for six pupils based on a variety of assessment strategies

11 with the support of an experienced colleague assess profiled pupils’ progress against performance descriptors and school assessment frameworks

12 reflect on the impact of TAs on the learning of one of the profile pupils

13 where possible, work with children in a SATs classroom to further develop their understanding of national benchmarks

14 prepare simulated reports for parents, relating to attainment in English and mathematics, science and their specialist subjects for three of the profiled pupils

discuss these reports with school based colleagues and where possible be given the opportunity to deliver reports orally;

15 meet the Headteacher, Deputy Headteacher or Senior School Leader with responsibility for pupil progress to discuss the whole school targets and how these relate to national data.

Signature of student teacher: …………………………

Signature of class teacher: …………………….. Date…………………….

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Checklist for student teachers and class teachers

Wider responsibilities - beyond the school day The student teacher should:

Details of the placement requirement Please tick

when completed

1 maintain their professional profile 2 continue to plan and resource lessons using research

to inform practice

3 participate in the general life of the school 4 develop an increasing awareness of the network of

relationships existing in the setting

5 develop increasing confidence about working within this network by attending meetings or contributing to subject specific planning

6 upload grades on Pebblepad (as per the calendar) from the Monitoring and Evaluation Record form (as whole digit).



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Date: …………………………………….

SECTION 3

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Mentoring expectations

Introduction

Our University Mentor team regularly attend training across the course of the academic year to ensure that their mentoring skills and Programme knowledge remain current, comprehensive and robust.

We recognise that many teaching staff within a school will contribute to the mentoring of student teachers while on placement.

We offer whole school mentor training for our Programmes as widely as we can across the Partnership as 2 twilight sessions so that all staff (including support staff) have an awareness of the requirements of our Programmes. We also carry out mentor training days throughout the year in order to support teachers in the University of Plymouth Primary Partnership School Mentor role. Please contact ITE Placements and Partnership team for further details [email protected]

We understand that the role and responsibilities of the School Mentor from other providers may vary and also acknowledge that mentoring skills are likely to be transferable. However, as part of our quality assurance we require schools that wish to have an Associate Partnership agreement with us to have a trained University of Plymouth mentor supporting the student teachers on school experience throughout the placement.

Mentoring skills

University of Plymouth Primary Partnership Mentors are well informed about the processes and requirements of the Programmes in order to ensure high quality Page | 49

support and alongside this are the professional requirements and personal qualities of the mentor. These are that:

• They relate sensitively to the student teachers and relish the opportunity to work them

• They play a central role in both encouraging and challenging the student teacher to reach their full potential during the placement

• They have excellent subject knowledge and are able to support and broker the opportunities for development for the student teacher throughout the placement

• They have a very clear understanding of what high quality teaching looks like and are able to inspire the student teacher through observations of this being modelled across the school

• They are able to give clear and positive feedback that encourages reflective practice and progress.

School Experience Placements - file preparation and layout Each episode of school experience will require the setting up and maintenance of files which all follow a common format. Files are checked by Professional Tutors prior to placement. Shaded areas indicate when files are required. The Notes of Guidance for each placement across both Programmes clearly state what the expectations of file preparation and completion are. These files are:

A. The Practical Teaching File B. The Practical Resource File C. The Pupil Progress File D. The Professional Development Profile (online)

Professional

Development Profile (online and available)

Practical Teaching File

Practical Resource File

Pupil Progress File

BEd Year 1 School Experience Spring term

BEd Year 1 Summer Term

BEd Year 2 Part 1

BEd Year 2 Part 2

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BEd Year 3 Spring Term

PGCE Combined Placement 1 a) & b), School Direct

PGCE Placement 2, School Direct

a) The Practical Teaching File

This file should contain the following in this, the recommended order:

1. A contents page to ensure easy access to all evidence and information;

Record sheets provided in the Primary Partnership Portfolio

2. A copy of the Safeguarding and Ethics Form signed by the school and the student teacher;

3. A copy of the Notes of Guidance for the current school experience; 4. The Quality Assurance Record and checklists for the current school experience; 5.

Professional Profiling & Evidence Sheets

General information about the school

6. The name, email address, postal address, telephone number; 7. The type, size and context of the school; 8. Name of the Headteacher and members of staff; 9. Appropriate extracts from school policies and guidelines as specifies in the Notes of

Guidance for each particular school experience placement or a signed indication that they have been read and understood;

Information about the class

10. A class list of the school’s for the purposes of planning and progress; 11. Details of class groupings and relevant information provided by the class teacher

concerning EAL, pupil premium, special educational needs and other particular needs;

12. Individual pupil targets and class/cohort targets; 13. A general weekly timetable;

Planning overview

14. Details of the class teacher’s overview for the year, if available, and medium term plans for student teachers working on KS1 and KS2. Details of the student teachers contributions to medium term plans during school experience in later stages of the Programmes.

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Tabulated sections for each week of the school experience placement

15. The week’s timetable indicating the student teacher’s teaching commitment and training opportunities;

16. The week’s planning for maths and English; 17. Other daily planning and records of pupil progress in Keeping Track records; 18. Focussed observations; 19. Monitoring and Evaluation Record form; 20. Daily reflection sheets if appropriate; 21. Copies of Reflective Weekly Overview, Progress Records, records of profiling

conferences, action plans for inventions if applicable.

b) The Practical Resource File

This file is not assessed and is not needed for moderation. However, it is strongly recommended that the student teachers demonstrate clear planning, preparation and organisation of resources used.

c) The Pupil Progress File

Early placements on the BEd programme do not require a Pupil Progress File – please refer to the chart on page 1 of this section for further guidance.

This file should contain the following in this, the recommended order:

1. A contents page to ensure easy access to all evidence and information;

A section on policies and sample documents

2. Assessment and marking policies and procedures; 3. Examples of the school’s reporting to parents documentation;

Assessment materials relevant to the class that the student teacher is working in

4. Examples of statutory documents, or where to access them (e.g. for Foundation Stage, SEND) where they support teacher assessment;

5. Examples of standardised tests where they are used in schools;

The school’s record keeping system

6. An example of how the school records and tracks pupil progress;

Individual Pupil Profiles

7. A sub section for each pupil beginning with a short statement using the Introduction to the Profile Child proforma to explain why that pupil was chosen;

8. In discussion with the class teacher, choose one piece of work for each of the pupils, for each of the core subjects and the student teacher’s specialist subject. These should demonstrate the level at which pupils are currently working. Targets already set by the class teacher should be included;

9. At regular intervals throughout the placement, the student teacher should collect further examples of work. These should demonstrate the pupils’ progress as a

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result of learning that has been taken from their teaching. Context sheets should be attached to demonstrate this;

10. As appropriate, the sub sections for each pupil may include evaluation sheets and individual monitoring sheets. Copies of any school or national records that are available and permissible to use (IEP, national test results, baseline assessment) may also be included;

11. A summary profile sheet for each pupil (see proforma section of the Primary Partnership Portfolio) should be completed based on the evidence listed above. Student teachers must focus on the impact of their teaching on the pupil’s learning and be able to discuss;

12. A sample report.

d) The Professional Development Profile (PDP)

Every student teacher has a Professional Development Profile which is used and maintained across both campus based and school based work. This file is stored electronically on Pebblepad and provides a common understanding across the Partnership of what is involved in achieving QTS; how each individual has done this and what their individual achievements are. Student teachers should share this with school and university mentors to support their target setting and progress. The PDP will contain:

A summary of all school based training and experience to date, to include: -

1. A record which identifies school and classes taught during each school experience placement;

2. A record of subject areas taught; 3. A record of completed school based training from previous experiences

including the Assessment and Monitoring Audit (PPP proforma section);

Summative assessment Reports to include an up to date copy of the Assessment and Monitoring Audit including:

4. Assignment feedback and audit results; 5. An overview of the campus based taught curriculum; 6. School experience reports issued on completion of each school experience;

placement; 7. Other statements of achievement.

Details of previous experience to include:

8. Curriculum vitae; 9. Interview feedback; 10. Previous school based experiences.

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Quick Reference Guide for Observation

The observation linked to the Monitoring and Evaluation review of the student teachers progress will be determined by the focus of their identified targets. Other focussed observations will have been identified and negotiated in order to assist the student teacher in becoming proficient in other areas of teaching that they have recognised as needing further development, challenge and support.

Observations are focussed specifically on the way in which pupils learn from the method by which the student teacher structures, guides and challenges them.

Therefore, this will involve the scrutiny of books and conversations with the pupils in order to support the evidence that will determine the student teacher’s skill and professional attainment against the Teachers’ Standards.

The observer will need to determine whether or not the structure of the lesson is flexible and sufficiently fluid in order to maximise learning opportunities for all pupils. This will include the deployment of additional adults as well as the way in which resources are used.

Key phrases to promote, consider and discuss as part of a learning conversation:

What have you done?

What is the impact?

How do you know?

Quick Reference Guide: General Observation - developed by the wider Partnership

o Does the student teacher have consistently high expectations of the pupils? o Does the student teacher systematically and effectively check pupils understanding and employ appropriate interventions?

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o Is the focus of the lesson well taught? o Does the student teacher and the adults who are directed by the student teacher, create a positive climate for learning in which pupils are interested and engaged?

o Are books marked and is constructive feedback given to contribute to pupils’ learning?

o Do teaching strategies, together with support and intervention, match individual needs?

o Are the pupils in class and ready to work on time? o Do all the pupils have a positive attitude to learning? o Is there any low level disruption in the lesson? o Is the student teacher inclusive? o Does the student teacher make expectations of good behaviour clear? o Does the student teacher manage any poor behaviour well? o Is there evidence of pupil progress? o Are pupils able to articulate their learning?

o Do they have a clear understanding of targets set for their own personal improvement?

o Is there evidence of SMSC in the classroom and in the teaching taking place?

Prompts to support the observation of teaching and learning as recommended by the wider Partnership Learning

• How many pupils and which pupils/groups make exactly which gains in skills, knowledge, ideas and understanding?

• Pace, quantity and quality of work? • Can they explain confidently and clearly what they have learned and why? • Do they know how today's work relates to previous work and what may be the next

stage? • Do they ask questions about their work and learning? • Are they used to reviewing their work in relation to objectives and targets? Do

pupils understand how well they are doing and how they can improve? • Are pupils clear about the criteria used to assess their work? • How many pupils know their targets? • Which pupils are aware of what they were supposed to be learning and where to

focus their efforts to learn and improve their work? • Can they apply new ideas in different contexts?

Achievement

• How much and which pupils are being stretched and working to their capacity? • Are they doing as they as they can?

Attitudes, relationships and behaviour

• Which pupils show engagement, application and concentration and work

productively? • Are they keen to work? Keen to answer questions? Keen to get on with the task in

hand? Take pride in their work? Self-esteem? • Pupils know what behaviour and attitudes are expected? Respect own and others'

property? Respect others' values? • Do they form constructive relationships with one another and other adults

Prompts and guide for observing specific Standards

Standard 1 How well does the teacher challenge pupils, expecting the most of them?

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• Teacher committed to getting the best out of pupils? • Questioning (planned), problem setting, choice of materials & resources sufficiently

challenging? • Praise used effectively to provide feedback and further challenge? • Methods & quality, first-hand resources motivate pupils to develop ideas? • Teaching strategies take account of pupils' differing learning styles? • Grouping based on assessment & conducive to teaching & learning? • Applications & development of English, maths and ICT across the curriculum?

Standard 2: How well do teachers interest, encourage and engage pupils?

• How enthusiastic is the teacher and how is enthusiasm promoted? • Content and learning real, relevant, imaginative and interesting?

Standard 3: Subject knowledge

• Subject knowledge secure and confident & used to ensure appropriate challenge & expectations, able to address misconceptions, effective planning and accurate assessment?

• Demonstration & explanations clear? • Questioning perceptive and based on secure subject knowledge? • Clear understanding of how pupils learn the subject shown? • New ideas explained well? • Accurate use of subject vocabulary? • Questions answered well? • Interesting examples, contexts and first-hand experiences used to support teaching

and learning? Standard 4: Planning is based on clear learning objectives and teaching points.

• Planning shows evidence of clear understanding of how learning is built up? • Planning supports effective teaching and learning during the lesson? • Planning takes account of learning needs of all groups of pupils • Learning objectives are clear, specific, concise, achievable and appropriate to pupils'

learning needs? • Effective strategies for ensuring that pupils are aware of where to focus their efforts to

learn and improve? • Too many learning objectives? • Does work done at home complement work in class? • Do pupils find homework helpful? Is it well matched? Home reading? • Good feedback on homework provided?

Standard 5: How well do teachers promote equality of opportunity?

• All pupils treated with respect, contributions encouraged and valued? • Teaching has regard for Codes of Practice for SEN and promoting race equality?

Teacher works to overcome barriers to underachievement • Planning and teaching take account of learning needs of EAL pupils and pupils from

ethnic minority groups.

Standard 6: Use of assessment

• Pupils' work assessed thoroughly & constructively? • Assessment used to inform planning & target setting? Targets used regularly,

reviewed and refined? • Assessment of pupils with SEN thorough and used?

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• Pupils informed of what they are learning & how they can improve? On-going feedback provided on errors, good work and underachievement?

• Targets specific, well matched & referred to often? • Marking and feedback well focused & diagnostic? • Pupils helped to judge the success of their work and given clear next steps?

Standard 7: Management of time and behaviour?

• Focus on learning more than behaviour? • Pace good & no learning time wasted? • Clear, high expectations of behaviour are effectively communicated and monitored? • Positive & clear feedback on behaviour & relationships provided? • Clear, efficient, organisation of activities & groups? • Fair, clear exercise of authority, mutual respect & good work habits/routines? • Behaviour management consistent?

Standard 8; Use of TAs and other support?

• TAs' expertise known & used effectively? • TAs know learning objectives & teaching points? TAs promote achievement? • TAs enable teacher to use time to teach.

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Self - Review: Assessment for Learning Learning Objectives Beginning Developing Established Notes for my

profiling/weekly review

I always share the learning objectives with pupils and ensure that this is discussed separately from the explanation of the activity

When I ask my pupils about their learning they can explain what they are learning and why and what they need to do next to further improve

My use of open ended questions and explanations are mainly focussed on the learning objectives

The learning objectives in my lessons can be tracked back to my medium term plans

I understand the progression of learning in the subjects I am teaching

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Learning outcomes/success criteria

Beginning Developing Established Notes for my profiling/weekly review

I always share the expected learning outcomes/success criteria for each lesson with my pupils

I differentiate the expected learning outcomes/success criteria to ensure all pupils can make appropriate progress towards the learning intentions

When I ask them, pupils can explain what they need to do to demonstrate success

The learning outcomes and the success criteria form the basis of my feedback to pupils

Oral and written feedback Beginning Developing Established Notes for my


My oral and written feedback focuses on the shared learning objectives

I ensure that I plan in opportunities for regular and frequent oral feedback

My written feedback gives helpful comments on how pupils can improve their work and make further progress towards their targets

I give pupils the opportunity to reflect on the written feedback I have given and to respond it during the lesson

Peer and self assessment Beginning Developing Established Notes for my


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I ensure pupils have the opportunity to, and encourage them to reflect on what they have learnt and what they need to do to improve

I train pupils to assess each other’s work and to provide fair and helpful feedback

My planning includes regular opportunities for pupils to assess their own work and that of others

I enable pupils to take increasing responsibility for assessing their own progress in relation to their personal targets

Curricular target setting Beginning Developing Established Notes for my


I have a very good knowledge of the subjects of the curriculum and in terms of progression in key concepts and skills and how this relates to age related expectations/levels

I understand summative data and use this to inform formative assessments and pupils future targets

My pupils are aware of their personal targets and what they need to do next to further improve

My pupils help to set and asses their progress towards their targets

My pupils are aware of the class targets as well as their personal targets

Environment and conditions for learning

Beginning Developing Established Notes for my profiling/weekly review

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My classroom reflects a place that values learning and promotes trusting relationships

My teaching reflects a belief that all pupils can improve and measures individuals against their own previous attainment

I use a range of strategies to engage pupils in learning how to learn and how to assess their progress

I use display as a tool in supporting ongoing learning as well as celebrating achievement

BEd and PGCE (Primary & Early Years) School

Experience 2018 - 19

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Report Form

Name of student teacher:

BEd: Year 1Summer , Year 2 Autumn, Year 2 Summer, Year 3 - (please highlight)

Specialism:

PGCE: Placement 1 a, b and, 2 – (please highlight)

Name of placement school or setting:

Year group or age of children:

Name of School Based Tutor:

Name of School Mentor: (if an Associate Partnership School)

Name of University Mentor / Visiting Tutor:

Please note that this form should be completed electronically by the School or University Mentor and emailed together with an electronic copy of the student teacher’s professional

profile to the Placement and Partnership team at [email protected] by the date stipulated in the relevant Notes of Guidance for each school experience.

REPORT FORM for BEd / PGCE (Primary and Early Years)

Introduction

The report form and the student teacher’s Professional Profile provides campus based colleagues and the student teacher themselves, with a clear indication of the progress made and the levels achieved during each school experience placement.

For student teachers on the following school experience placements this report form will need to be completed by the student teacher and the mentor electronically and emailed to the Partnership Office. Alongside the report should be a completed electronic copy of the student teacher’s Professional Profile indicating that evidence has been checked and where Standards have been met.

PGCE Placement 1 a) in the autumn term 2018

BEd Year 2 in the autumn term 2018

BEd Year 3 in the spring term 2019

PGCE Placement 1 b) in the spring term 2019

BEd Year 2 in the summer term 2019

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PGCE Placement 2 in the summer term 2019

This report form will comprise two sections:

Section One is made up of two parts and should be completed by the student teacher in consultation with the mentor.

Part A should outline achievements and progress made against the Teachers’ Standards and to what Stage during the placement.

Part B sets out some challenges and targets to carry forward to the next placement. It must show links with the Teachers’ Standards. In a final school experience placement these can be used as a basis for targets for the NQT year. The student teacher will agree with the author of the report those aspects of the experience where opportunities for progress and development have been limited, and agree a set of between 3 – 5 targets to take forward into their next placement, or in the case of final practice student teacher, into their NQT year.

Section Two should be completed by the School or University Mentor and should include all aspects of the student teacher’s achievements; levels of professionalism; collaborative and independent working; use of initiative; commitment to the pupils, school and the profession.

It must also make reference to Part Two of the Teachers’ Standards.

When the report is sent to the Partnership Office, it must be sent with an electronic copy of the Professional Profile as an attachment. This will indicate and confirm the Stages achieved and each of the elements for each of the Teachers’ Standards 1-8 as agreed and finalised by the University/School Mentor on completion of the school experience.

Alternative report formats are used for the Specialism Week in the autumn term and Broader Curriculum Project placement in the Spring term and this can be downloaded from the Partnership website: www.plymouth.ac.uk/poppi, completed electronically and emailed to the Partnership Office:

Teachers’ Standards and Student Teachers achievements.

In order to achieve QTS all student teachers must meet the Teachers’ Standards, 2012. These are exemplified as Stage 3 throughout Part One of the profiling document. All student teachers must demonstrate compliance with Part Two throughout each school experience placement.

Good and very good students will achieve beyond the expected level of achievement for each placement. Their Professional Profile, which includes details of the elements completed, and end of placement report will provide the detail of their individual achievements.

A final grade for each Standard must be recorded to show levels of achievement and to indicate where progress is required for the following placement or NQT year.

ProgressSuccessful progression through each placement will normally be demonstrated by the expected achievement required by both Programmes. This is outlined in the table below and further details can be found in the Notes of Guidance for each school experience placement, in the section on Assessment of School Experience.

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Cohort and School Experience Expected achievement for all Standards

Exceeded achievement is likely to include

BEd Year 2 in the autumn term 2018

Within Stage 3 Within Stage 2

PGCE Placement 1 a) and School Direct, 2018


BEd Year 3 in the spring term 2019 Within Stage 2 Within Stage 1

PGCE Placement 1 b) and School Direct in the spring term 2019






PGCE Placement 2 and School Direct in the summer term 2019


If the student teacher is achieving any element of any Standard within a Stage they can be deemed to be working within that Stage.The final grades on the report form will indicate the level of achievement for all 8 Standards of Part One: Teachers’ Standards. There can be no slash grades. The final grade will also indicate that all sections of Part Two: Teachers’ Standards have been met. These final grades will be determined by the author of the report and evidenced through the student teacher’s files, Professional Profile, and clearly demonstrated and evidenced commitment to their chosen profession.

Section One:

Student teacher’s overview, Part A

Student teachers should give a concise account of particular achievements gained through this school experience placement, including detail of progress made for each particular comment.

Particular successes achieved during the school experience placement

Links to the Teachers’ Standards

Stage

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Student teacher’s overview, Part B

At the final profiling meeting, student teachers should discuss and agree with the mentor where opportunities for progress and development have not been available in the school or setting, or have not been readily achieved, and agree between 3 – 5 targets to carry forward to the next placement or in the case of final practice student teachers, into their NQT year.

Targets to carry forward and giving an indication, as appropriate, where opportunities for progress and development have been limited.

Links to the Teachers’ Standards

Stage

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Section 2: Detailed overview from the mentor

The School Mentor (Associate Partnership Schools) or University Mentor (Teaching Partnership Schools) should complete this overview giving additional detail to the attainment indicated in the student teacher’s Professional Profile. An electronic version of the Professional Profile should be attached and sent together with the report.

The detail in this section should illustrate all aspects of the student teachers achievements; levels of professionalism (It should also make reference to Part Two: Teachers’ Standards), resilience; collaborative and independent working; use of initiative; commitment to the pupils, school and the profession.

The report for a final placement student is used as a basis for references by their Professional Tutor as they enter the profession as an NQT. As such, please indicate the student teacher’s potential.

Please complete the detailed overview below using between 400 – 600 words, and then complete the grades for each of Part One: Teachers’ Standards and confirm the satisfactory achievement of Part Two: Teachers’ Standards.

School Experience Placement report - detailed overview:

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Please indicate if the student teacher passed this school experience and in which Key Stage by highlighting the appropriate boxes below:

Yes No Foundation Stage

Key Stage 1 Key Stage 2

Please indicate the Stage within which the student teacher is working for each of Part One: Teachers’ Standards, and confirm the achievement of Part Two: Teachers’ Standards in the tables below:

Part One: Teachers’ Standards

Stage within which the student teacher is working

Part Two: Teachers’ Standards

Achieved

1.

2.

3. All

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4.

5.

6.

7.

8.

Signature of mentor:

Signature of student teacher:

Date:

Please note that this form should be emailed together with a completed electronic version of the student teacher’s Professional Profile to the Partnership Office

[email protected]

This final page, when completed and signed, must be uploaded to the DLE by the student teacher

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Profiling grid Teaching standards STAGE 3

Standard statement Evidence Signature 1. Set high standards which inspire, motivate and challenge pupils

1a. Establish a safe and stimulating environment for pupils, rooted in mutual respect.

1b. Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.

1c. Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2. Promote good progress and outcomes by pupils 2a. Be accountable for pupils’ attainment, progress and outcomes

2b. Be aware of pupils’ capabilities and prior knowledge and plan teaching to build on these.

2c. Guide pupils to reflect on the progress they have made and their emerging needs

2d, Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

2e. Encourage pupils to take a responsible and conscientious attitude to their own work and study.

3. Demonstrate good subject and curriculum knowledge 3a. Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject and address misunderstandings.

3b. Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship.

3c. Demonstrate an understanding of and take responsibility for promoting high standards in literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject.

3d. If teaching early reading,

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demonstrate a clear understanding of systematic synthetic phonics.

3e. If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

4. Plan and teach well structured lessons 4a. Impart knowledge and develop understanding through effective use of lesson time.

4b. Promote a love of learning and pupils’ intellectual curiosity.

4c. Set homework and plan other out of class activities to consolidate and extend the knowledge and understanding pupils have acquired.

4d. Reflect systematically on the effectiveness of lessons and approaches to teaching.

4e. Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

5. Adapt teaching to respond to the strengths and needs of all pupils 5a. Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.

5b. Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.

5c. Demonstrate an awareness of the physical, social and intellectual development of pupils, and know how to adapt teaching to support pupils’ education at different stages of development.

5d. Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with EAL; those with disabilities; and to be able to use and evaluate distinctive teaching approaches to engage and support them.

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6. Make accurate and productive use of assessment

6a. Know and understand how to assess the relevant subject areas, including statutory assessment requirements.

6b. Make use of formative and summative assessment to secure pupils’ progress

6c. Use relevant data to monitor progress, set targets, and plan subsequent lessons.

6d. Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

7. Manage behaviour effectively to ensure a good and safe learning environment 7a. Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good behaviour both in the classrooms and around the school, in accordance with the school’s behaviour policy.

7b. Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly.

7c. Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them.

7d. Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

8. Fulfil wider professional opportunities 8a. Make a positive contribution to the wider life and ethos of the school.

8b. Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support.

8c. Deploy support staff effectively.

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8d. Take responsibility for improving teaching through appropriate professional development, responding to

advice and feedback from colleagues.

8e. Communicate effectively with parents with regard to pupils’ achievements and well being.

Teaching standards STAGE 2

Standard statement Evidence Signature 1. Set high expectations which inspire, motivate and challenge pupils

1a. Consistently uses a range of strategies to establish a safe and stimulating environment for pupils in a range of situations e.g. drama, music, education outdoors.

1b. Consistently set goals that stretch, challenge and motivate

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all pupils across a range of curriculum areas. Uses strategies to support the learning and progress of underperforming groups.

1c. Consistently demonstrate and model positive attitudes, values and behaviour which are expected of pupils. Consistently provide a good role model to all in the school community and has a positive attitude which influences all pupils.

2. Promote good progress and outcomes by pupils 2a. Take accountability for pupils’ attainment, progress and outcomes.

2b. Have a good understanding of the pupils’ capabilities and their prior knowledge. Assess pupil’s achievement and plan and teach lessons that enable pupils, including those who are disabled and those who have special educational needs, to make at least expected progress.

2c. Offer intervention and feedback which enables pupils to identify the progress they have made and understand what they need to do to improve.

2d. Demonstrate secure knowledge and understanding of how pupils learn and use this to improve their teaching across the curriculum.

2e. Encourage all pupils to take a responsible and conscientious attitude to their own work and study by setting clear expectations.

3. Demonstrate good subject and curriculum knowledge. 3a. Have a broad and secure knowledge of all the relevant subject and curriculum areas in order to inspire children. Anticipate potential and common misconceptions.

3b. Be proactive in developing a critical understanding of developments in the subject and curriculum areas

3c. Demonstrate a secure understanding of, and promote high standards in literacy, articulacy and the correct use of Standard English at all times. Demonstrate a good understanding of how to develop

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the reading, writing communication … skills of the pupils they teach.

3d. If teaching early reading, demonstrate a secure understanding of systematic synthetic phonics.

. 3e When teaching primary mathematics, demonstrate a secure understanding of appropriate teaching strategies so that pupils make at least expected progress.

4. Plan and teach well structured lessons 4a. Adjust the pace and momentum of lessons to enable all pupils to develop their knowledge and understanding

. 4b. Engage pupils to be inspired and excited about learning. Motivate pupils to ask further questions and undertake personal research.

4c. Set homework and other out of class activities across a variety of curriculum areas which consolidates and extend learning opportunities

4d. Reflect systematically on all lessons and identify areas for improvement. Is able to evaluate the effectiveness of their lessons and impact on all groups of pupils

4e. Contribute thoughtful, useful ideas around planning and provision.

5. Adapt teaching to respond to the strengths and needs of all pupils. 5a. Demonstrate an awareness of the range of abilities within the whole class and begin to plan for differentiated activities across the class.

5b. Have an understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these. Gain an understanding of

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the work of outside agencies and how they can support pupils’ learning.

5c. Begin to adapt teaching according to the different physical, social and intellectual development of pupils.

5d. Begin to demonstrate an understanding of the needs of all individual and groups of pupils through effective planning and a variety of teaching strategies.

6. Make accurate and productive use of assessment 6a. Begin to know and understand how to assess the relevant subject areas, including statutory assessment requirements

6b. Begin to use formative and summative assessment with support from school colleagues to secure pupils’ progress.

6c. Begin to use relevant data to monitor progress, set targets and plan subsequent lessons.

. 6d. Begin to give feedback to pupils both orally and through marking and encourage pupils to respond

7. Manage behaviour effectively to ensure a good and safe learning environment 7a. Effectively use clear routines and rules for behaviour management. Make consistent use of the school’s behaviour policy both in the classroom and around the school or setting. To have an awareness of strategies, including cyber and prejudicebased (and homophobic) bullying.

7b. Establish a highly effective framework for discipline.

. 7c. Manage all parts of the lesson effectively, using

approaches that suit pupils’ needs and stage of development. Ensure pupils are involved and motivated.

7d. Maintain consistently good relationships throughout the placement.

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8. Fulfil wider professional opportunities 8a. Consistently make a positive contribution to the wider life and ethos of the school.

8b. Sustain effective professional relationships with colleagues. Draw on advice from a variety of appropriate sources.

. 8c. Give support staff clear guidance which is focussed on particular pupils’ needs and

8d. Take responsibility for setting targets for development. Respond to feedback; be receptive to advice and continue to be open to both coaching and mentoring.

8e. Be proactive in communicating with parents and establish a positive rapport with them.

Teaching standards STAGE 1

Standard statement Evidence Signature 1. Set high standards which inspire, motivate and challenge pupils

1a. Consistently uses a range of innovative strategies to maintain a safe and stimulating environment for pupils in a wide range of situations e.g. extracurricular activities and off site visits, and taking responsibility for this.

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1b. Set aspirational goals that are personalised for groups of learners including underperforming groups that reflect the individual learning culture of the school.

1c. Demonstrate a highly effective presence in the classroom and around the school. Provide an outstanding role model in all contexts and all situations, building a positive attitude that inspires all pupils.

2. Promote good progress and outcomes by pupils

2a. Is consistently accountable for pupils’ attainment, progress and outcomes.

2b. Have a detailed understanding of the pupils’ capabilities and their prior knowledge. Demonstrate through their planning and teaching that their pupils, including those who are disabled and those who have special education needs, make good progress

2c. Consistently offer high quality intervention and feedback which enables pupils to identify the progress they have made and understand what they need to do to improve.

2d. Consistently demonstrate a broad knowledge and understanding of how pupils learn and use this to improve their teaching across the curriculum.

2e. Consistently encourage all pupils to take a responsible and conscientious attitude to their own work and study by setting high expectations.

3. Demonstrate good subject and curriculum knowledge 3a. Have a detailed, in depth knowledge of all the relevant subject(s) and curriculum areas. Anticipate and plan to avoid misconceptions. Be proactive at inspiring children.

3b. Demonstrate the ability to use research and then apply to

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own teaching or aspects of school development.

3c. Model a high standard of literacy in all professional activities. Consistently demonstrate a thorough understanding of how to teach reading, writing, communication … effectively to enhance the progress of the pupils they teach.

3d. If teaching early reading, demonstrate a very good understanding of systematic, synthetic phonics.

3e When teaching primary mathematics, demonstrate a very good understanding of appropriate teaching strategies so that pupils make a good or

better than expected progress

4. Plan and teach well structured lessons 4a. Consistently adjust the pace and momentum of lessons to enable all pupils to develop their knowledge and understanding.

4b. Consistently engage pupils to be inspired and excited about learning.

4c. Set homework and other out of class work which consistently enriches learning.

4d. Analyse and evaluate the effectiveness of lessons and approaches to teaching. Is able to accurately evaluate the effectiveness of their lessons and impact on all groups of pupils.

4e. Consistently contribute thoughtful, useful ideas around planning and provision.

5. Adapt teaching to respond to the strengths and needs of all pupils 5a. Consistently adapt practice in response to pupils’ needs. Have the knowledge and skill to take educational risks when appropriate

5b. Understand the causes of low achievement, challenge and

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motivate pupils where attainment is low; and use effective strategies to support underperforming groups.

5c. Have secure understanding of the pupils’ physical, social and intellectual development and use this to inform pedagogical approaches.

5d. Have a very good understanding of the needs of pupils from all identified groups. Use personalised strategies to effectively engage, support and challenge them.

6. Make accurate and productive use of assessment 6a. Regularly assess pupils in all relevant subject areas and contribute to moderation meetings.

6b. Consistently demonstrate effective use of formative and summative assessment to secure pupils’ progress

6c. Consistently demonstrate effective use of relevant data to monitor progress overtime, set targets, and inform future planning

6d. Consistently provide effective oral feedback that is personalised to each pupil or group of pupils. Mark work effectively so that pupils know what they have done well and what their next steps are. Be highly skilled at getting pupils to respond to feedback clearly impacting on their progress overtime.

7. Manage behaviour effectively to ensure a good and safe learning environment 7a. Consistently use very clear rules and routines in order to promote positive behaviour. Promote the effective use of the school’s behaviour policy both in the classroom and around the school or setting. Deliver lessons

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or an assembly that promote strategies to tackle bullying, including cyber and prejudicebased (an homophobic) bullying.

7b. Use a range of innovative and effective strategies for behaviour management in response to individual needs.

7c. Consistently manage all parts of the lesson very effectively using approaches that suit the pupils’ needs and stage of development adapting practice as appropriate. Ensure pupils are involved and highly motivated

7d. Demonstrate consistently good relationships with all pupils across the school.

8. Fulfil wider professional opportunities 8a. Be proactive in creating frequent opportunities to contribute to the wider life and ethos of the school.

8b. Take an active role in the team gaining the respect of colleagues.

8c. Deploy support staff consistently, effectively involving them in planning and assessment to maximise the learning of all pupils

8d. Take full responsibility and set challenging targets for

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own development. Use advice and guidance of colleagues to make sustained improvements in practice.

8e. Gain the respect of parents through effective communication. Demonstrate the ability to report to parents in oral or written form.

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Documents

Contents · Web viewPage | 1 BEd (Primary) Programme Year 3 School Experience Spring 201 9 Notes of Guidance for Student Teachers & School and University Mentors, Class Teachers Plymouth