Evaluation - University of Plymouth · Web viewPlacement 2 Summer Term 2017 Notes of Guidance for Student Teachers, School Based Tutors, University Visiting Tutors and Mentors Partnership

PGCE (Primary & Early Years) & School Direct

Placement 2Summer Term 2017

Notes of Guidance for Student Teachers,

School Based Tutors, University Visiting Tutors and Mentors

Partnership OfficePlymouth UniversityPlymouth Institute of EducationDrake CircusPlymouthPL4 8AA

Tel: 01752 585324

E-Mail: [email protected]

mailto:[email protected]

PGCE Primary and PGCE Primary & Early Years ProgrammesPlacement 2

Date DetailAssociate

Partnership SchoolsTeaching

Partnership Schools

Prior to placement start date

Placement preparation meetings for student teachers on campus

n/a n/a

Prior to placement start date

Personal preparation meeting with Professional Tutor on campus

n/a n/a

w/c 20 March 2017(Week 1)

School Experience begins

Early Alert may be used until Friday 24 March

School Mentor (SM) / School Direct Mentor (SDM) & School Based Tutor (SBT) meet with University Visiting Tutor (UVT) for a one hour briefing meeting in school. UVT gives written guidance to SBT Student teacher also to attend.

UVT meets student teachers and conducts well-being and preparation check.

School Based Tutor (SBT) meets with University Mentor (UM) for a one hour briefing meeting in school. UM gives written guidance to the SBT. Student teacher also to attend.

UM meets student teachers and conducts well-being and preparation check.

w/c 27 March 2017(Week 2)

Focussed observation and completion of Monitoring & Evaluation Form (M&EF) including profiling conference.

Led by UVT Led by UM

w/c 3 April 2017 Easter Holidays

w/c 10 April 2017 Easter Holidays

w/c 17April 2017 (Week 3)

Focussed observation Led by SBT Led by SBT

w/c 24April 2017 (week 4)

Focussed observation and completion of M&EF including profiling conference.Interim Assessment Point for Planning (see page 12)

Led by SM Led by UM

w/c 1May 2017(Week 5)


w/c 8May 2017 (Week 6)

Focussed observation and completion of M&EF including profiling conference.

Led by SM Led by UM

w/c 15May 2017 (Week 7)


w/c 22 May 2017 (Week 8)

Focussed joint observation and completion of M&EF including profiling conference.

Cause for Concern should be issued no later than 26 May

Jointly led by UVT Jointly led by UM

w/c 29May 2017

Half term WeekOpportunities for campus based intervention and support for student teachers

w/c 5June 2017 (Week 9)

Focussed observation

Moderation Meeting by request

Led by SBT Led by SBT

w/c 12June 2017 (Week 10)

Focussed joint observation and completion of M&EF including profiling conference.

Insufficient Progress should be issued no later than 16 June

Jointly led by UVT Jointly led by UM

w/c 19June 2017(Week 11)

Focussed observation and completion of M&EF including profiling conference.Visits will be made by External Examiners

Led by SM Led by UM

w/c 26June 2017(Week 12)


Friday 30 June 2017

End of school experience. Reports should be completed electronically by this date and emailed together with an Excel export of the final online profile to the Partnership Office.

Completed by SD/SDM with input from the student teacher

Completed by UM with input from the student teacher

w/c 3 July 2017

Alternative School Experience (please refer to separate Notes of Guidance for this placement)

Friday 7 July 2017

Final Conference for student teachers on Plymouth Campus

n/a n/a

1. Introduction

PGCE (Primary) student teachers will come to this final school experience having completed a placement in the alternative age phase. PGCE (Early Years) student teachers will have completed placements in the Early Years Foundation Stage. This final school experience is designed to allow student teachers to build on that experience and to develop their teaching skills, knowledge and understanding of primary practice and to consolidate confidence.

Student teachers placed in KS1 classes may well be required to work with Reception age children. Where this is the case it is essential that student teachers read the Notes of Guidance - Early Years (Section 10 of the Primary Partnership Portfolio) and take steps to ensure they are sufficiently prepared for working within the EYFS prior to starting the placement.

By the end of this period, they must demonstrate that they have met the Teachers’ Standards, September 2012. The student teachers will come to the placement with their files prepared (see proforma section of the Primary Partnership Portfolio) ready to begin using them so that by the end of the first week that there is clear evidence that they have:-

undertaking observation of the School Based Tutor maintaining routines, classroom organisation, rules, responses and expectations throughout the academic year in preparation for their own NQT year;

observing good practice in core and special subjects, including, where possible and appropriate, observation of co-ordinators and leading teachers, focusing on pupils’ learning as well as teaching strategies;

opportunities for effective and sustained teaching of the core subjects;

opportunities to teach their special subject across the whole age range;

opportunities to make appropriate use of Information and Communication Technology;

planning for pupils who have particular educational needs, working within the Code of Practice, implementing individual education plans and knowing where to get help in order to give positive and targeted support;

how the school implements SMSC and promotes fundamental British Values;

opportunities to observe and become involved in any areas where the school has particular curriculum strengths;

undertaking assessment and monitoring activities;

addressing targets identified during earlier school experiences and university based modules, and detailed in the student teacher’s professional development profile;

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

opportunities to teach mathematics as appropriate to groups and whole class, and receive focussed observations and recorded feedback.

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, Plymouth University. All personal information will be treated strictly in terms of the Data Protection Act 1998.

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 any 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.

Students 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 Plymouth University 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.

1. Information relevant to all placementsAll student teachers will have attended a briefing meeting prior to placement commencing. All School Mentors and/or School Based Tutors will be briefed about the placement in their own school during the first week to ensure clarity of expectations from all partners.

a) 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. Inevitably, a small percentage of students 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 Partnership Office, 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 Partnership Office

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.

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.

b) Practical Teaching Files

A detailed set of guidelines for all school experience placements can be found in the Primary Partnership Portfolio 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 are clearly tabulated to indicate where evidence of their progress can be found, is their professional responsibility. However, it is incumbent on the School Based Tutor, School Mentor, University Visiting Tutor and University Mentor to support them in this.

c) English

There is an expectation that all students 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 impacted on pupil progress.

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.d) Mathematics

There is an expectation that all students 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 students 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.

In addition:

a. Student teachers on BEd Year 1 school experience or PGCE Placement 1 a) should focus on the teaching of geometry whilst

b. Student teachers on BEd Year 2 school experience or PGCE Placement 1 b) should focus on number.

e) Non Core Subjects

All student teachers have undertaken an introductory course in each subject. Student teachers’ profiles contain details of their teaching experience in non core subjects. Student teachers should try to include as many non core subjects (including RE) as possible in their teaching during this final placement. All student teachers should teach PE during Final School Experience (even where this is outsourced).

f) 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 training 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.

g) The Online Profile

All of these elements can be exemplified in the levels and stages within the Teachers’ Standards as set out in the online profile (SCROLL), and the online profile gives a clear indication of the progress being made by the student teacher whilst on placement.

When the student teacher begins a school experience placement they will have already discussed what their targets for progress might be with their Professional Tutor, based on

their previous placement. They will share these with their mentor at the earliest opportunity, usually during the first profiling conference.

Profiling conferences are held as part of the Monitoring and Evaluation process during the placement and provide the opportunity for the mentor and student teacher to discuss evidence for progress and update the online profile. The student teacher will regularly (weekly) update their online profile to indicate when they have achieved targets and gathered evidence in support of this. Some mentors find it easier to manage this process of checking more frequently than at the point of profiling conferences, and in any case should, at the very least, ensure that the student teacher is actively engaged with their online profile on a weekly basis.

h) The Monitoring and Evaluation Record Form

This is a document which the partnership have developed in response to comments from evaluations and national initiatives. The purpose of this weekly 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 weekly grade which the student teacher uploads, and gives the

campus based staff, including their professional tutors an indication of their progress;

Student teachers should keep a completed copy of this weekly document within their Practical Teaching File in each tabulated weekly section.

i) Reflective Weekly Overview and Progress Record, Part 1, 2 and 3

(For Yr 1 Summer term; year 2 and 3 and PGCE Placement 1 a and 1 b)

The Self Review: Assessment for Learning document 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 (see page 19).

Part 1 – requires the student teacher to reflect on all the 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.

j) Daily Reflections

For BEd Year 1 (and PGCE students on Placement 1 a), student teachers should reflect on a daily basis what they have done towards meeting target Standards; and on the impact of their own and the pupils’ progress. This will provide a supportive framework and establish the foundations for reflective practice.

The Self Review: Assessment for Learning document 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 (see page 19).

Those student teachers who are issued with Insufficient Progress will also be required to complete daily reflections in order to support them through this intervention.

Daily Reflections should be kept in the Practical Teaching File under each weekly tabulated section.

k) 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 this.

In some longer 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 longer placements, indicate when this is likely to be.

Lesson Planning and Evaluation Forms should be kept in the Practical Teaching File under each weekly tabulated section.

l) Focussed Observations

The purpose of these are twofold.

1. 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 andb) following it with a learning conversation with the person, with agreed

outcomes.

2. The student teacher should negotiate with the School Based Tutor to complete at least one focussed observation form, on a weekly basis, for specific elements of their teaching in order to support their individual progress. Completed focussed observations should be kept in the identified tabulated section of the Practical Teaching File.

m) 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 Report 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;

focussed observations; Reflective Weekly Overview and Progress Record; Lesson Planning and Evaluation, and all teaching, learning and pupil progress

through the presentation, organisation and content of required files;

3. Meeting Teachers’ Standards 2012

The level of expectation increases steadily during this time in school. Priorities will be negotiated and realistic targets established with help from colleagues in school and university tutors during learning conversations. The student teacher will discuss their profile regularly with the School Mentor/University Mentor and use the online profiling tool, SCROLL to track their progress against the Teachers’ Standards 2012.

Student teachers should show the creativity, commitment, energy and enthusiasm which successful teaching demands.

The standards require students to demonstrate knowledge of subjects and link pedagogy across the range of the curriculum.

4. The First Week in School (w/c 20 March 2017)

The purpose of the first week is to enable student teachers to get to know the class and the needs of its individual members through discussions with class teachers and other appropriate professionals and through undertaking some teaching. Student teachers are expected to gather information about the school, its policies, routines and curriculum planning, monitoring, assessment, recording and reporting procedures. By the end of the preliminary visit student teachers should have discussed in outline the ways in which their training programme will develop over the period of the placement and participated in a SBT/ST planning day at various locations in the South West partnership region. (During the

period of school experience the training programme should respond to revisions of the student teachers’ targets). In particular by the end of the preliminary visit week student teachers should have:-

discussed and signed the Safeguarding and Ethics proforma;

established an understanding of key aspects of schools’ policies, routine procedures and the general management routines of their specific classroom/s. It is NOT necessary for student teachers to photocopy school policies in their entirety but they should have copies of the marking and behaviour policies (and racial and equal opportunities where possible); these policies should be highlighted to illustrate the key points after a discussion with relevant members of the school team;

begun to get to know the pupils and their capabilities and needs and have identified those pupils supported by IEPs;

begun to get to know the TAs who support teaching and learning in their particular classroom;

discussed the school’s marking and behaviour policies, where possible including copies of these in their file;

observed the class teacher working with the pupils in a range of differing situations, focusing on general classroom management routines for the teaching of English and mathematics;

taken sufficient responsibility in the classroom to establish themselves as members of the school’s teaching team by undertaking further duties, for example, completing the class register;

worked with pupils as individuals and in groups and taught at least the introductory part of a whole class session for both English and mathematics. Planning for these sessions should be fully supported by the class teacher. The objective is to allow the student teacher to begin to undertake an effective teaching role in the class;

observed the teaching of phonics where applicable and familiarised themselves with the approach and scheme being used;

acquired details of relevant aspects of long and medium term plans for subject areas they will be teaching;

agreed a detailed timetable for specific teaching responsibilities, focused observations and other professional learning activities for the first week;

agreed outline planning in some areas, (preferably core subjects), for their teaching in the first week;

spent a planning day with the School Based Tutor to organise the School Based Training Programme; discuss planning and teaching responsibility;

5. The Second Week in School (w/c 20 March 2017)

The second week focuses upon gradual entry into the school and classroom as a member of the teaching team. During the second week student teachers should:

at the beginning of the week discuss outline plans and undertake further medium term planning in conjunction with class teachers and tutors to consolidate initial ideas and confirm those parts of the timetable which will be their particular teaching responsibility during the rest of their time in school;

at the beginning of the week identify six pupils for detailed profiling;

observe the class teacher working with the pupils in a range of differing situations, focusing specifically on the teaching of the core subjects and on pupils' learning and progress and the assessment of pupils' learning as well as classroom management routines. Observations should focus on specific aspects as negotiated with the class teacher prior to the lesson. (Further details about observations are included in the Primary Partnership Portfolio);

continue to get to know the pupils, their capabilities and needs, through working with individuals and groups, including working with those pupils supported by PP and EAL in order to enable appropriate further planning;

where appropriate and possible work alongside a TA supporting a group of pupils;

set up their record system at least in outline;

by the end of the week have written the initial statement for the profile pupils and have begun to collect initial examples of work for annotation;

teach some English including phonics where applicable, and mathematics each day. By the end of the week student teachers should have taken responsibility for a complete whole class session in both of these core subjects;

complete the first Weekly Monitoring & Evaluation Form including an observation.

6. For the remainder of the placement

Student teachers should be working in the classroom with their SBT for 75% of the time, and gradually lead up to being responsible for the whole class. This must be determined by, and in consultation with the SBT and the School Mentor and/or the University Mentor.

For 75% of the school week the student teachers should be expected to:

teach English and mathematics;

teach science;

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

teach their special subject across the whole range where possible;

teach PE;

use ICT appropriately in the core and other subjects;

teach a range of non-core subjects including RE;

make use of a variety of strategies and resources (including TAs), based on evidence of pupils’ progress, to enable them to differentiate teaching;

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

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.

7. The School Based Training Programme

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 School Based Tutor in order to develop a heightened awareness of the following list which is not exhaustive but should include: -

undertaking focused observations of good practice in core and their special subject; including where possible co-ordinators and lead teachers. These observations should focus on pupils’ learning as well as teaching strategies;

undertaking focused observations of phonics teaching if there is none in the student’s own classroom and in different areas of the school;

be directed to observe teaching with elements of outstanding practice throughout the placement;

discussions with the class teacher and other colleagues including SENCO and TAs concerning planning, assessment and provision for individual differences (including EAL);

develop awareness of how SMSC and fundamental British Values are linked throughout the curriculum;

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

planning for pupils who have particular educational needs, working within the Code of Practice, implementing individual education plans and knowing where to get help in order to give positive and targeted support;

undertaking the assessment and pupil progress activities;

opportunities to observe and become involved in any areas where the school has particular curriculum strengths;

meetings with co-ordinators and or teachers with expertise in their special subject;

negotiate focussed observations of own teaching by the School Based Tutor and other key staff to support development and progress;

discussing their work and holding learning conversations about their work and progress with school based tutors;

addressing targets identified during earlier school experiences and university based modules and detailed in the student teacher’s professional development profile;

meet with the Headteacher to discuss job applications, recruitment to the profession and interviews;

meet with the Headteacher or senior staff to discuss whole school targets and how they relate to national data.

Please note this time should not be allocated for planning, marking or private study.

8. Beyond the school day Student teachers are expected to: -

maintain their online 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, for example attending meetings or contributing to subject specific planning;

upload grades from the Monitoring and Evaluation Record as indicated on the calendar.

9. Pupil Progress

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. This will help them consider targets for individual pupils’ development.

Student teachers are expected to:

prepare for their work in AM 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 and class targets and how these impact on planning;

in their planning 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;

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

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

10. Assessment of Placement 2

Assessment of Placement 2 will take the form of a profile of achievements against the Standards. The assessment will be made through careful consideration of a range of evidence drawn from:

the Practical Teaching Files;

examples of pupils’ work initiated by the student teacher;

written feedback from class teachers and tutors;

the online profile and related evidence;

profiling conferences;

observations and feedback reports from School Based Tutors, School Mentors or University Mentors;

final reports from School or University Mentors.

The final report form will comprise of a detailed overview which will be completed electronically and emailed together with an Excel export of the final online profile to the Partnership Office. This will include all aspects of the student teacher’s 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 auctioning these). Accompanying these two elements of the report when received by the university will be a full print out of the student teacher’s online profile indicating stages achieved for each element of the Teachers’ Standards 1-8 as agreed and finalised by the mentor.

11. Moderation Meetings and Quality Assurance

Moderation meetings are held at key locations across the partnership region, normally just after the mid point of the placement. Files are assessed and moderated against the Teachers’ Standards. These meetings are held for Spring term placements for BEd Year 3, Summer term placements for BEd year 2 and PGCE Placement 1 b) and 2.

Prior to file moderation, School Mentors are required to send an interim grade to the University Visiting Tutor. Supply cover, travel expenses and lunch are provided in order for all quality assurance processes to take place within the partnership.

The 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. Schools who are required to attend moderation will be notified well in advance so that either the School Mentor or School Based Tutor can attend. This will happen on a two yearly cycle. The moderation process is supported by the Associate Lecturer team who act as University Mentors/Visiting Tutors and a member of academic campus based staff.

Student teachers whose files are selected for moderation should not be overly concerned about the process. However, they should ensure that their Practical Teaching Files are well presented and fully reflect the standard of work they have completed in school.

12. 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 includes those student teachers completing the period of school experience who have been recommended for a 'fail' grading by visiting tutors or university mentors (as applicable), together with a sample of other student teachers representing a range of achievement. If a student teacher is selected, you 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.

13. Identification of Areas of Concern

The Primary Partnership Portfolio (Section 7) details the procedure to be adopted.

Weekly written feedback in the Weekly Review and Monitoring Report must clearly identify any areas of concern.

Early Alert proforma used in order to put interventions in place by Friday 31st March 2017;

The Partnership Office must be notified by Friday 12th May 2017 if there are serious concerns about a student teacher’s ability to complete the school experience satisfactorily;

If concerns persist the ‘Insufficient Progress’ formal notification should be given to the student teacher no later than Friday 6th June 2017. The appropriate pro-forma is provided in the proforma Section of the Primary Partnership Portfolio. In exceptional circumstances, formal notification of insufficient progress may be given at a later date.

14. EvaluationAt the end of the school experience, all partners are invited to contribute to our on-going quality assurance process by completing an evaluation form.

Quality Assurance Record PGCE (Primary) School ExperienceChecklist and Weekly Monitoring and Evaluation Record for School Based Tutors, School/University Mentor and University Visiting Tutor. (Copies of this QA record should be placed at the front of student teachers’ Practical Teaching Files).

Observation Feedback RecordStudent teachers should be observed 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.

WeekTutor (School Based Tutors,

School Mentors, University

Visiting Tutors/Mentors

Monitoring &

Evaluation

Report

Focussed

ObservationFeedback

Given

Initials Student teacher’s

initials

Date

Week 1w/c 20 March

Week 2w/c 27 March

Week 3w/c 17 April

Week 4w/c 24 April

Week 5w/c 1 May

Week 6w/c 8 May

Week 7w/c 15 May

Week 8w/c 22 May

Half Term

Week 9w/c 5 June

Week 10w/c 12 June

Week 11w/c 19 June

Week 12w/c 26 June

Page 19 of 27PGCE Placement 2 Notes of Guidance

Self - Review: Assessment for Learning

Learning Objectives Beginning Developing Established Notes for my profiling/weekly reviewI always share the learning objectives with pupils and ensure that this is discussed separately from the explanation of the activityWhen 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 improveMy use of open ended questions and explanations are mainly focussed on the learning objectivesThe learning objectives in my lessons can be tracked back to my medium term plansI understand the progression of learning in the subjects I am teaching

Learning outcomes/success criteria Beginning Developing Established Notes for my profiling/weekly reviewI always share the expected learning outcomes/success criteria for each lesson with my pupilsI differentiate the expected learning outcomes/success criteria to ensure all pupils can make appropriate progress towards the learning intentionsWhen I ask them, pupils can explain what they need to do to demonstrate successThe learning outcomes and the success criteria form the basis of my feedback to pupils

Oral and written feedback Beginning

Developing Established Notes for my profiling/weekly review

My oral and written feedback focuses on the shared learning objectivesI ensure that I plan in opportunities for regular and frequent oral feedbackMy written feedback gives helpful comments on how pupils can improve their work and make further progress towards their targetsI give pupils the opportunity to reflect on the written feedback I

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have given and to respond it during the lesson

Peer and self assessment Beginning Developing Established Notes for my profiling/weekly reviewI ensure pupils have the opportunity to, and encourage them to reflect on what they have learnt and what they need to do to improveI train pupils to assess each others work and to provide fair and helpful feedbackMy planning includes regular opportunities for pupils to assess their own work and that of othersI 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 profiling/weekly review

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/levelsI understand summative data and use this to inform formative assessments and pupils future targetsMy pupils are aware of their personal targets and what they need to do next to further improveMy 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

My classroom reflects a place that values learning and promotes trusting relationshipsMy teaching reflects a belief that all pupils can improve and measures individuals against their own previous attainmentI use a range of strategies to engage pupils in learning how to learn and how to assess their progressI use display as a tool in supporting ongoing learning as well as celebrating achievement



School Experience checklist for all partners

These checklists are designed to be an aide memoire for all partners supporting students as well as for the student themselves to ensure rigorous coverage of all requirements. The completed documents form part of our Quality Assurance procedures.

The First Week in School

By the end of the first week in school, has the student teacher:

discuss and signed the Safeguarding and Ethics Proforma?

established an understanding of key aspects of school’s policies, routines, procedures and the general management routines of their specific classroom(s)?

discussed the school’s marking and behaviour policies, where possible including copies of these in his or her file?

acquired details of relevant aspects of long and medium term plans for subject areas he/she will be teaching?

begun to get to know the pupils, their capabilities and needs and have identified those pupils supported by IEPs?

observed the class teacher working with the pupils in a range of differing situations?

taken sufficient responsibility in the classroom to establish him/herself as a member of the school’s teaching team?

worked with pupils as individuals and in groups and taught at least the introductory part of a whole class session for English and mathematics?

agreed a detailed timetable for specific teaching responsibilities, focused observations and other professional learning activities for the first week?

agreed outline planning in some areas, for teaching in the first week?

set up and organised the Practical Teaching File?

begun to get to the know the TAs who support teaching and learning in his/her particular classroom?

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if possible, discussed the inspection dashboard with senior leaders and the impact of this on school improvement?

SignedStudent................................................................

School Based Tutor...........................................

Date......................................................................


The Second Week in School

By the end of this week has the student teacher:-

discussed outline plans and undertaken further medium term planning in conjunction with class teachers and tutors to consolidate initial ideas and confirmed a programme of teaching commitments for the rest of the placement?

identified six pupils for detailed profiling ?

observed the class teacher working with the pupils in a range of differing situations, focusing specifically on the teaching of the core subjects and ICT if possible and on pupils' learning and the assessment of pupils' learning as well as classroom management routines?

continued to get to know the pupils, their capabilities and needs, through working with individuals and groups, including working with those pupils supported by IEPs, in order to enable appropriate further planning and identified the group of six pupils for detailed profiling?

where appropriate and possible worked alongside a TA supporting a group of pupils?

set up his/her record system at least in outline?

written the initial statement for profile pupils and begun to collect initial examples of work for annotation?

taught some English and mathematics each day and by the end of the week taken responsibility for a complete whole class session in both of these core subjects?

by the end of the week had a first profiling conference and confirmed further details of the training programme as appropriate?

SignedStudent................................................................


Date......................................................................

Teaching commitments and expectations during the rest of School


Experience

Indicate that these have been achieved by the end of the placement:-

planned and taught English and mathematics on a daily basis and engaged fully in all opportunities for effective and sustained teaching of both so that as a minimum requirement, full class teaching responsibility is undertaken for English and maths in the last 2 weeks?

planned and taught science? planned and taught their special subject across the whole

range where possible?

planned and taught PE?

used ICT appropriately in the core and other subjects? planned and taught as wide a range of non-core subjects

including RE as possible?

made use of a variety of strategies and resources (including TAs), based on evidence of pupils’ progress, to enable them to differentiate teaching?

undertaken monitoring, assessment, recording and reporting of pupils’ achievements?

SignedStudent................................................................


Date......................................................................

The School Based Training Programme


For approximately 25% of the week, has the student teacher negotiated a training programme which includes:-

engaged in learning conversations in order to improve practice?

undertaken observations of good practice in core and specialist subjects, including co-ordination and leading a team?

met with SENCO, TAs and other colleagues who support pupils with individual differences?

planned for pupils who have particular educational needs, working within the Code of Practice, implementing individual education plans and knowing where to get help in order to give positive and targeted support?

undertaken the AM activities? taken opportunities to observe and become involved in areas where

the school has particular curriculum strengths? met with the core subject co-ordinators? met with the co-ordinator of his/her special subject? prepared for and taken part in profiling process? discussed profiled pupils progress against national benchmarks with

an experienced colleague? had the opportunity to simulate a parent/carer interview on the basis

of one of the pupils’ written reports? discussed with staff how develop awareness of how spiritual, moral,

social and cultural education and fundamental British Values are linked throughout the curriculum;

met with the Headteacher or Deputy Headteacher to discuss the

whole school targets and how these relate to national data?

discussed interviews, applications, recruitment and the NQT year with a senior member of staff?

SignedStudent................................................................


Date......................................................................

Beyond the School Day


Has the student teacher:-

maintained their online profile? continued to analyse and reflect on significant issues or events? continued to plan and resource lessons using research to inform

practice? participated in the general life of the school? developed an increasing awareness of the network of

relationships existing in the setting? developed increasing confidence about working within this

network, for example attending meetings or contributing to subject specific planning?

uploaded grades from the Weekly Monitoring and Evaluation Record on a weekly basis?

Where relevant please give details below:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

SignedStudent................................................................


Date......................................................................

PLACEMENT 2 RECORD OF SCHOOL BASED TRAININGAll 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 1w/c 20 March

Week 2w/c 27 March

Week 3 w/c 17 April

Week 4w/c 24 April

Week 5w/c 1 May

Week 6w/c 8 May

Week 7w/c 15 May

Week 8w/c 22 May

Half Term

Week 9w/c 5 June

Week 10w/c 12 June

Week 11w/c 19 June

Week 12w/c 26 June


Documents

Evaluation - University of Plymouth · Web viewPlacement 2 Summer Term 2017 Notes of Guidance for Student Teachers, School Based Tutors, University Visiting Tutors and Mentors Partnership