Faculty of Education and Children’s Services School-based ...facultyhub.weebly.com/uploads/4/9/1/1/4911205/b.ed._year_2_sbl_handbook_final_2012-13.pdfB.ED YEAR 2 SCHOOL-BASED LEARNING

Faculty of Education and Children’s Services School-based Learning: Year 2 B.Ed PR 5202 Module Leaders: Brendan Hoare

2012/2013

This document is available in alternative formats upon request. Please contact ITE Administration on 01244 511586 or email [email protected]

mailto:[email protected]

UNIVERSITY OF CHESTER FACULTY OF EDUCATION AND CHILDREN’S SERVICES B.ED YEAR 2 SCHOOL-BASED LEARNING (SBL) HANDBOOK 2012-2013

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Table of Contents

Contacts 4

Dates of School-based Learning 4

University-based Learning 5

PDE 5

Mathematics 5

English 5

Science 6

ICT 6

School-based Learning Module Aims 6

Module Learning Outcomes 6

Professional Development 8

School-based Learning and Observation Schedule 9

School-Based Learning Tasks 19

PDE 19

Mathematics 19

English 19

Science 19

ICT 19

Absence Policy 21

Contents of the School-based Learning File 22

Your School-based Learning File should be: 23

Lesson Observation 24

Observation of a discrete systematic synthetic phonics lesson 27

Observation of a Mathematics lesson/activity 30

2012-2012 EVALUATION OF YEAR 2 SCHOOL-BASED LEARNING - ASSOCIATE

TEACHER 34

2012-2012 EVALUATION OF YEAR 2 SCHOOL-BASED LEARNING PROFESSIONAL

MENTOR 37

2012-2013 EVALUATION OF YEAR 2 SCHOOL-BASED LEARNING - UNIVERSITY

TUTOR 39

RE-ASSESSMENT 41


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Introduction

This handbook is intended to provide support and information regarding School-based Learning. This handbook should be used alongside the School-based Learning Planning Handbook and with reference to the SBL Policies and Procedures Handbook. Electronic copies of these will be e-mailed to school prior to the start of the placement. Please contact ITE Administration on 01244 511586 if you require either of these documents or you have any queries relating to the teachermentor website. Associate Teachers are encouraged to declare any learning and/or physical disabilities in order for the appropriate support to be provided and all documentation is available in various formats. For a full description of the University’s commitment to Equal Opportunities and Diversity, please see the 2012-2012 SBL Policies and Procedures Handbook. The Faculty has made a significant commitment to issues of Safeguarding and e-safety for its Associate Teachers, staff and the children within our Partnership schools. This includes the appointment of a Designated Safeguarding Officer and the construction of a Safeguarding policy and action plan. The Primary and Early Years Programmes were subject to an Ofsted inspection in June 2010 and were awarded a Grade 1 in each Inspection cell. The following were identified as Key Strengths of the Primary provision:

The innovative, determined and highly effective leadership and management of the Primary and Early Years phase with a clear focus on improving communication, strengthening partnership working and raising attainment;

The very accurate and detailed collection and analysis of data to inform priorities and improve practice;

The highly reflective Associate Teachers who demonstrate very good subject knowledge and a clear understanding of how pupils learn;

Very strong centre-based training from a highly effective and experienced team of tutors;

Robust and rigorous assessment procedures, resulting in most Associate Teachers making progress which is at least good;

A rich and creative curriculum which offers Associate Teachers opportunities to immerse themselves in understanding the place of the child in the wider community;

Excellent use of resources, particularly the expertise to be found in partner schools and in the wider community.


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Contacts

University of Chester: 01244 511000

ITE Administration (Partnership Number)

01244 511586 [email protected]

Director of Partnership Lynn Sampson 01244 512734 [email protected]

Year 2 B.Ed Leader Brendan Hoare

01244 513087

[email protected]

Programme Leader, B.Ed Primary and Early Years

Martin Little 01244 511677 [email protected]

Head of ITE Tricia Sterling 01244 511002 [email protected]

Associate Dean (QA) Liz Fleet 01244 511580 [email protected]

Dates of School-based Learning

Activity Date Time

Pre-SBL Meeting (Associate Teachers only)

Wednesday 24th October 2012 12.00-1.00 pm – Riverside Room CRV119

Placement dates Monday 5th November 2012 – Friday 14th December 2012

Friday afternoon return to the University for Associate Teachers

Friday 9th November 2012 1.00 pm- 4.00 pm Room CRV119

Final Report Week beginning Monday 10th December 2012

In office by Friday 14th December 2012 All reports must be received in the ITE Administration office by this date.

SBL Results Committee (University Tutors and VLs only)

Wednesday 19th December 2012 3.00 pm – Riverside Room CRV150

Please note, payment will only be made to schools if the Final Report and Professional Mentor SBL evaluation are returned to ITE Administration within 3 months of the end of the placement.









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University-based Learning

Associate Teachers will have covered the following: PDE

Prior to this SBL the Associate Teachers will have considered:

Behaviour for Learning;

Behavioural, Emotional and Social Difficulties (BESD);

Grouping of children;

Positive relationships;

Personalised learning/differentiation;

Assessment for Learning;

Medium term planning;

Introduction to SEND and Disability;

The role of the Teaching Assistant;

Family partnership and communication in the EYFS (B.Ed. Early Years);

Involving parents/carers in learning and teaching (B.Ed. Early Years). Mathematics

Prior to this SBL the Associate Teachers will have considered:

Creative approaches to the teaching of Mathematics;

Planning for creativity and working with children’s responses;

Addition: the operation and methods of calculation;

Subtraction: the operation and methods of calculation;

Useful models for counting, addition and subtraction;

The investigative process;

Planning and managing a whole class mathematics lesson;

Evaluating mathematical resources. English

Prior to this SBL Associate Teachers will have considered:

The structure of the National Curriculum, Primary Framework for Literacy and Early Years Foundation Stage;

The recommendations of the Independent Review of Early Reading and the impact on teaching;

How to enunciate the 44 phonemes of English;

How to plan a discrete phonics lesson at KS1;

The terminology and key concepts of phonology, morphology , syntax and grammar;

How to draw on phonic knowledge to teach spelling at KS2 - Primary Associate Teachers;

The characteristics of effective teaching approaches to shared reading and writing and guided group work and whole class work in reading, writing and speaking and listening;

How to motivate and engage children in literacy through relevant games and activities;

How to read a story effectively;

How to make use of ICT to enhance teaching and learning in literacy;

How to plan for creative approaches to the literacy curriculum;

An introduction to working with children at an early stage of learning English as an additional language;


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How to teach creative and secretarial aspects of writing;

How to intervene effectively in the writing process and respond appropriately to written work;

How to teach drama. Science

Prior to this SBL Associate Teachers will have considered:

Creative approaches to the teaching of science;

Children's creativity in relation to science;

Medium term planning in science;

Earth and beyond;

Sound. ICT

Associate Teachers will have had three lectures/workshops as part of this year’s programme of work in ICT. Topics covered include:

Introduction to exchanging and sharing information with ICT; Progression in ICT skills in the context of educational word-processing; E-worksheets and differentiation;

Web Quests – Making effective use of the Internet as a learning resource; Sources of copyright-free images, including SCRAN (www.scran.ac.uk); Teaching E-safety;

Image handling; Progression in image handling; Visual literacy and learning. School-based Learning Module Aims

By the end of the module, Associate Teachers will be able to:

Demonstrate the Teachers’ Standards commensurate with their experience;

Gain experience of whole class teaching and develop strategies for the management of learning and behaviour;

Compare, contrast and evaluate their teaching experiences to date and identify professional targets;

Write medium term plans including the role of other adults and devise and deliver lessons derived from these plans.

Module Learning Outcomes

By the end of the module successful Associate Teachers will be able to demonstrate that, commensurate with their experience and with the support of professional colleagues, they: 1. Set high expectations which inspire, motivate and challenge pupils

establish a safe and stimulating environment for pupils, rooted in mutual respect;

set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions;

demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2. Promote good progress and outcomes by pupils

be accountable for pupils’ attainment, progress and outcomes;

be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these;

guide pupils to reflect on the progress they have made and their emerging needs;

demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching;


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encourage pupils to take a responsible and conscientious attitude to their own work and study.

3. Demonstrate good subject and curriculum knowledge

have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings;

demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship;

demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject;

if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics;

if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

4. Plan and teach well-structured lessons

impart knowledge and develop understanding through effective use of lesson time;

promote a love of learning and children’s intellectual curiosity;

set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired;

reflect systematically on the effectiveness of lessons and approaches to teaching;

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

know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively;

have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these;

demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development;

have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

6. Make accurate and productive use of assessment

know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements;

make use of formative and summative assessment to secure pupils’ progress;

use relevant data to monitor progress, set targets, and plan subsequent lessons;

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

have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy;


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have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly;

manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them;

maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

8. Fulfil wider professional responsibilities

make a positive contribution to the wider life and ethos of the school;

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support;

deploy support staff effectively;

take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues;

communicate effectively with parents with regard to pupils’ achievements and well-being.

Professional Development

Associate Teachers must: 1. Take ownership of their professional development through target setting against the

Teachers’ Standards particularly in the light of opportunities provided by the individual context.

2. Ensure they negotiate with the Professional Mentor and classteacher opportunities to teach: English/ Communication, Language and Literacy; Mathematics/ Problem Solving, Reasoning and Numeracy; Science/ Knowledge and Understanding of the World and ICT; and other curriculum areas where possible. Ideally this will include some team teaching.


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School-based Learning and Observation Schedule

1. Over the period of the training the AT must receive a minimum of five observations (from week beginning 07/11/2012 which will

include the following:

o At least two should be focused on literacy/ phonics observations, one undertaken by the CT/Professional Mentor and one by the Subject Co-ordinator.

o At least two should be focused on mathematics observations, one undertaken by the CT/Professional Mentor and one by the Subject Co-ordinator or the mathematics specialist.

2. Associate Teachers must receive subject-specific written feedback, and have targets set, for literacy and mathematics.

3. For Associate Teachers in the Early Years Foundation Stage, these observations should be focused on a relevant adult-directed activity.

Week Beginning

AT Activity in EYFS settings AT Activity in KS 1 and KS 2 Professional Support

(PM = Professional Mentor, CT=Class Teacher, UT=University Tutor)

Week 1 Associate Teachers are asked to complete the following tasks. Please ensure that these are completed:

Discuss the requirements of the Year 2 SBL with the CT/PM as outlined in the Handbook.

Share with the CT/PM your previous SBL report and targets for this placement.

Identify any curriculum areas which you have not previously taught and negotiate time to undertake some teaching (this can include team-teaching).

Ask for access to the school policies: Safeguarding/Child Protection,

During the Visit Days, Associate Teachers are asked to complete the following tasks. Please ensure that these are completed:

Discuss the requirements of the Year 2 SBL with the CT/PM as outlined in the Handbook.

Share with the CT/PM your previous SBL report and targets for this placement.

Identify any curriculum areas which you have not previously taught and negotiate time to undertake some teaching (this can include team-teaching).

Ask for access to the school policies:

PM to identify a specific time to discuss with the AT:

The requirements of this placement;

Their previous SBL report; Their Standards’ Profile Log and

Specific targets for this placement; Curriculum areas which the AT

needs to teach.

PM to undertake induction to include Safeguarding/Child Protection, Health and Safety, Inclusion, SEND, Assessment Policies.

PM discuss e-safety and the school’s policy.

CT to share planning information in the medium and short term. The AT


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Week Beginning



Health and Safety, Inclusion, SEND, Assessment, e-safety.

Gather information to aid forward planning e.g. the school’s planning approaches.

You are required to use the CT’s medium term plan to inform the writing of your own medium term plans in Wk 3 of the SBL.

Investigate the resources available in relation to the medium term planning.

Observe the CT teaching groups, whole class and individual interactions.

Become familiar with the procedures of the school day and negotiate with the CT your role in these. e.g. taking the register; bringing children into the setting, outdoor play arrangements/ supervision.

Gain information/data about the school and class, including those children with a range of special needs; those children with IEPs; targets for the class and individual children.

Discuss with the CT/ PM the roles and responsibilities of other adults working in the school/setting and

Safeguarding/Child Protection, Health and Safety, Inclusion, SEND, Assessment, e-safety.

Discuss the school’s policy on e-safety with the ICT Co-ordinator.


You are required to use the CT’s medium term plan to inform the writing of your own medium term plans in Wk 3 of the SBL.

Investigate the resources available in relation to the medium term planning.

Observe the CT teaching groups or the whole class.

Become familiar with the procedures of the school day and negotiate with the CT your role in these. e.g. taking the register; bringing children into the classroom.

Gain information/data about the school and class, including those children with a range of special needs; those children with IEPs; targets for the class and individual children.

is required to use the CT’s medium term plans to inform the writing of their own medium term plans.

CT to share information/data on the needs of children in the class, including targets.

CT/PM discuss with the AT the roles and responsibilities of other adults working in the school/setting and their responsibilities for planning for these adults


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Week Beginning



your responsibilities for planning for these adults.

Discuss with the CT/ PM the roles and responsibilities of other adults working in the school/setting and your responsibilities for planning for these adults.

Friday 9th November

Return to University meeting at 1.00 pm CRV119



SBL

Week 2

Ask for access to the school policies: Safeguarding; Health and Safety; SEND; Inclusion; Assessment; Behaviour.



Work under the direction of the CT, observing the CT interacting with the children and any adults who support learning in the classroom.

Confirm planning approaches with the CT and acquire relevant information to aid own planning.

Support children's learning for at least 40% of the time by supporting individuals and groups under the

Ask for access to the school policies: Safeguarding; Health and Safety; SEND; Inclusion; Assessment; Behaviour.


Gather information to aid forward planning. E.g. the school’s medium term plans.

Work under the direction of the CT, observing the CT interacting with the children and any adults who support learning in the classroom.

Confirm planning approaches with the CT and acquire relevant information to aid own planning.

Support children's learning for at least 40% of the time by supporting individuals and groups under the

PM to undertake induction to include SEND, Safeguarding, Health and Safety, Inclusion, Assessment Policies.

CT to share planning information and the role and availability of TAs and other adults.

CT to establish a timetable for the AT to take a lead responsibility for children’s learning for 40% of the time


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Week Beginning



direction of the CT.

Find out what resources are available.

Become familiar with the routines and structure of the school day.

Gain information about the school and class to aid planning.

Establish a timetable for taking a lead responsibility for children’s learning for 40% of the time in week 2 and 50% of the time during weeks 3 to 5.

Complete your weekly reflection to prepare for the Weekly Review of Progress with the PM.

direction of the CT.

Find out what resources are available.

Become familiar with the routines and structure of the school day.

Gain information about the school and class to aid planning.

Establish a timetable for taking a lead responsibility for children’s learning for 40% of the time in week 2 and 50% of the time during weeks 3 to 5.


in week 2 and 50% of the time during weeks 3 to 5.

Meet weekly with your Professional Mentor and ensure the Weekly Review of Progress form is completed.


PM weekly Review of Progress meeting with the AT to discuss the AT’s weekly reflection, review progress and agree targets.

SBL Week 3

Take lead responsibility for children’s learning for 40% of the time.

Work under the direction of the CT, confirming planning approaches and acquiring relevant information.

Confirm timetable arrangements to take lead responsibility for 50% of

Take lead responsibility for children’s learning for 40% of the time.

Work under the direction of the CT, confirming planning approaches and acquiring relevant information.

Confirm timetable arrangements to take lead responsibility for 50% of the

CT to provide documentation about groups and individual children to inform the planning process.

CT to confirm timetable arrangements for the AT to take lead responsibility for 50% of the time during weeks 3 to 5.

PM to discuss issues from school


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Week Beginning



the time during weeks 3 to 5.

Gain information about roles and responsibilities of other adults working in the setting.

Use the teacher’s planning to create an activity plan for an adult-directed activity.

Take opportunities to pursue professional interests, e.g. talk to the SENCO, ICT co-ordinator, phase leaders, subject leaders and the assessment co-ordinator.

Identify two children to profile.

Attend any planning meetings with school staff.

Complete your weekly reflection to prepare for the Weekly Review of Progress with the PM and the Interim Report

time during weeks 3 to 5.

Gain information about the roles and responsibilities of other adults working in the setting.

Use the teacher’s Medium Term plan to create a session plan to teach one lesson.


Identify two children to profile.

Attend any planning meetings with school staff.

Complete your weekly reflection to prepare for the Weekly Review of Progress with the PM and the Interim Report.

policies and identify where additional professional opportunities can be gained.



PM weekly Review of Progress meeting with the AT to discuss the AT’s weekly reflection, review progress and agree targets.

Week beginning the 14th November, joint observation with UT to undertake the Interim Report.


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Week Beginning



SBL Week 4

Using one teacher’s plans as a starting point, focus on the skills and concepts to be developed across an extended period.

Using the teacher’s plans, create activity plans.

Take responsibility for providing learning opportunities for approximately 50% of the timetable.

Evaluate these sessions. N.b. This should include group and individual focused activity.

With the support of the CT, identify times to observe individual children and times to interact with individuals and groups in enhanced and continuous provision.


Using the school’s medium and short-term plans as a starting point, consider the children’s learning across a number of sessions, focusing on the skills and concepts to be developed.

Create Medium Term plans for two areas of the curriculum.

Using the school’s and your medium term plans, create session plans.

Teach approximately 50% of the timetable and evaluate these sessions. N.b. This should include group teaching.

Assess a small group of children every time you take responsibility for children’s learning. Record and act upon the results.


CT Discuss how planning is conducted within the setting/class.

Observe the two profile children during different activities and collate related information.

Complete your weekly reflection to


Complete your weekly reflection to

CT Observation of AT teaching and formal verbal and written feedback given.

Review assessment data.


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Week Beginning



prepare for the Weekly Review of Progress with the PM.

prepare for the Weekly Review of Progress with the PM.



PM Weekly Review of Progress meeting with the AT to discuss the AT’s weekly reflection, review progress and agree targets.

PM to review the progress of the Child Profiles.

SBL Week 5


Take responsibility for children’s learning for approximately 50% of the timetable.

Evaluate these sessions. NB This should include teacher-led group and individual focused activity.


Assess small groups or individual children at appropriate times. Record and act upon the results.

Using the school’s plans, create session plans. Teach approximately 50% of the timetable and evaluate sessions. NB This should include group teaching.


CT to discuss appropriate assessment strategies and recording formats with AT.

CT Observation of AT teaching and formal feedback given.

Take opportunities to pursue professional interests, e.g. talk to the SENCO, ICT co-ordinator, phase

Take opportunities to pursue professional interests, e.g. talk to the SENCO, ICT co-ordinator, phase



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Week Beginning



leaders, subject leaders and the assessment co-ordinator.

During the period of your training ensure you negotiate opportunities to observe staff in other curriculum areas as identified in your SBL targets. These will be discussed in your Weekly Reviews of Progress.

leaders, subject leaders and the assessment co-ordinator.

During the period of your training ensure you negotiate opportunities to observe staff in other curriculum areas as identified in your SBL targets. These will be discussed in your Weekly Reviews of Progress.




Undertake a review of children’s IEPs and relate their needs to the work planned.


Review evidence towards the Teachers’ Standards.

Complete the Child Profiles.







PM to discuss the Associate Teachers’ observation of phonics/early reading /literacy/ mathematics.

PM ensure the AT has evidence of their teaching of literacy and mathematics with clear written


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Week Beginning



feedback and target setting.

SBL Week 6


Take responsibility for children’s learning for approximately 50% of the timetable.

Evaluate these sessions. NB This should include teacher-led group and individual focused activity.


Assess small groups or individual children at appropriate times. Record and act upon the results.

Using the school’s plans, create session plans. Teach approximately 50% of the timetable and evaluate sessions. NB This should include group teaching.



CT Observation of AT teaching and formal feedback given.


During the period of your training ensure you negotiate opportunities to observe staff in other curriculum areas as identified in your SBL weekly targets. These will be discussed in your Weekly Reviews of


During the period of your training ensure you negotiate opportunities to observe staff in other curriculum areas as identified in your SBL targets. These will be discussed in



PM to discuss the Associate Teachers’ observation of phonics/early reading /literacy/ mathematics.


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Week Beginning



Progress.



your Weekly Reviews of Progress.


Undertake a review of children’s IEPs and relate their needs to the work planned.


PM ensure the AT has evidence of their teaching of literacy and mathematics with clear written feedback and target setting.







PM to discuss with Associate Teachers their progress against the Teachers Standards (Standards Profile Log) to set clear targets for Year 3 School Based Experience

PM to complete report form and return to University of Chester Partnership Office.


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School-Based Learning Tasks

Whilst in the school/setting Associate Teachers should complete the following tasks: PDE

Task (Primary): Complete an ABC analysis of a child’s behaviour, using the format and guidance given. This will be an essential element of your second assignment for this module;

Task (Early Years): Discuss with your class teacher how family involvement impacts upon learning and behaviour;

Investigate how PSHCE is taught in the school. Discuss approaches with the subject leader for PSHCE and complete a minimum of 2 observations of lessons relating to PSHCE;

Use an IEP to inform your planning for a child with SEND;

Safeguarding and Child Protection research (full guidance will be provided in PDE). This task will support your preparation for the assessed tutorials in January.

Mathematics

1. Early Years – Task: to look at how mathematical resources are used in teacher-led activities, or how they are used independently by children, and to begin developing and trialling a resource of their own design. (This is part of the assessed work for the mathematics module.)

2. Primary – Task: to look at how mathematical resources are used in taught sessions, and to begin developing and trialling a resource of their own design. (This is part of the assessed work for the mathematics module.)

English

You must be observed teaching literacy by your CT or PM and receive an observation of literacy teaching using the specialised form provided.

If you are placed in a KS1 class, you must also be observed teaching a dedicated phonics session. The form for this will also be provided in an English session. Every AT must have received a dedicated observation of phonics teaching in KS1 by the end of Year 2.

If possible spend some time working with a child who has been identified as unusually able, gifted or talented in any aspect of the literacy curriculum. This will inform your work in Year 3.

Science

Take note of creative teaching approaches observed in school and consider how these might be adapted for use in science.

Make observations of children working in science and note any instances of creative ideas/approaches/problem solving.

Start to consider which area of science content might lend itself well to demonstrating creativity, for your assessed presentation.

Bring your notes on the above to the next taught science session when you return to university.

ICT

Plan and teach an activity (either to develop ICT capability or to enhance learning in a subject) which uses ICT to exchange and share information. Be prepared to


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explain how the activity has been used to facilitate differentiation, and consider how you are gaining evidence towards the following standards in particular.


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Absence Policy

If you should need to be absent from school due to ill health it is your responsibility to:

Notify the school office before 8:30 am by telephone. It is good manners to do this in person. It is unacceptable to communicate with your class teacher by text message under any circumstance. If you are off for subsequent days you should keep the school updated each day.

Notify ITE Administration either by email ([email protected]) or by phone (01244 511586), both of when your absence began and when you returned to school.

Notify your University tutor as early as possible by telephone and / or email to prevent an unnecessary visit.

Provide the ITE Administration office with copies of any Doctor’s notes or Medical Certificates required.

You are expected to complete a minimum number of days in school. If you are absent for 5 days or more you will be required to make up this shortfall.

IF THESE FORMS ARE NOT RETURNED WITHIN THREE MONTHS PAYMENT CANNOT BE RELEASED.



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Contents of the School-based Learning File

1. Title Page

Your Name Contact Details Dates of SBL Names of Head teacher, Professional Mentor, classteacher, University Tutor Details of School (address, telephone number, email) 2. Contextual Information

1. Brief overview of your experience to date 2. The letter from the Dean containing your CRB number 3. AT weekly attendance form 4. Previous SBL Report Form 5. Initial SBL Targets (these must be completed with your PAT prior to SBL ) 6. Class Details (Routines, names and ages of children, groupings of children

and classroom plan and existing assessment records) 3. Planning and Assessment

1. Overview of subjects/ Areas of Learning and Development to be taught during SBL

2. Medium-term plans 3. Weekly Timetable – showing your teaching/ observation time/ research/

assessment 4. Planning for the current week 5. Taught lesson plans including relevant assessment records and evaluations 6. Any other Monitoring and Assessment Records including Child Profiles

4. Personal Professional Development

1. Tutor Record of Visit Proforma 2. Records of Observations: classteacher; Professional Mentor; University tutor;

other staff 3. Reflective Commentaries for each completed week of SBL 4. Record of Weekly Reviews of Progress 5. Records of professional development activities e.g. attendance at staff

meeting, Parents’ evenings, participating in school visits, out-of-school clubs, discussions with post holders, observations of teaching, tracking of resources used

6. SBL Tasks Background information on the school, i.e. school prospectus, Ofsted report, Safeguarding/Child Protection, Health and Safety, Inclusion, SEND, Assessment, e-safety. Your notes on these policy documents and your own resource material should be kept in a separate file.


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Your School-based Learning File should be:

Compiled in an A4 ring binder or lever arch file and be clearly divided into sections;

Updated daily and with you in school for inspection by your Professional Mentor, class teacher and University Tutor;

Shared with your class teacher at least once a week, especially with regard to your assessment and planning;

A professional document therefore:

Is shared only with those in the professional setting;

Is free of spelling and grammatical errors, this can be word processed or hand-written. (All handwriting must be legible);

Conforms to the principles set out in the Faculty Ethics Code in your Programme Handbook. Children must be referred to by their first name only.

Photographs of children should only be taken under the direction of the Professional Mentor/class teacher, and must remain the property of the school/setting. You must not use your own camera to take photographs of the children. Photographs of children participating in PE, games or swimming must not be taken under any circumstances.

Please use the checklist to ensure that all of your preparations are in place before your PM inspects your files. Your School-based Learning file is a working document and you are encouraged to annotate it as appropriate in support of your teaching Please avoid using poly-pockets


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Lesson Observation

Associate Teacher: Programme:

Associate Teachers should be observed formally and given

written feedback on a weekly basis, though it is recognised that

informal observation may be undertaken at any time. Please

note NOT all Standards will be or indeed need to be assessed

during each lesson observation. Please report on and grade

QTS Focus initially, then comment on other standards as and if

appropriate.

School: Lesson Topic:

Mentor/Teacher/Tutor: QTS Focus: Date: No in Group and Year Group:

S1. Set high expectations which inspire, motivate and challenge pupils: 4a 4b 3 2 1 (S1a) Establish a safe and stimulating environment for pupils, rooted in mutual

respect;

(S1b) Set goals that stretch and challenge pupils of all backgrounds, abilities

and dispositions;

(S1c) Demonstrate consistently the positive attitudes, values and behaviour

which are expected of pupils.

S2. Promote good progress and outcomes by pupils (Impact on Pupil Progress)

4a 4b 3 2 1 (S2a) Be accountable for pupils’ attainment, progress and outcomes;

(S2b) Be aware of pupil’s capabilities and their prior knowledge, and plan

teaching to build on these;

(S2c) Guide pupils to reflect on the progress they have made and their emerging

needs;

(S2d) Demonstrate knowledge and understanding of how pupils learn and how

this impacts on teaching;

(S2e) Encourage pupils to take a responsible and conscientious attitude to their

own work and study.

S3. Demonstrate good subject and curriculum knowledge 4a 4b 3 2 1 (S3a) Have a secure knowledge of the relevant subject(s) and curriculum areas,

foster and maintain pupils’ interest in the subject, and address

misunderstandings;

(S3b) Demonstrate a critical understanding of developments in the subject and

curriculum areas, and promote the value of scholarship;

(S3c) Demonstrate an understanding of and take responsibility for promoting

high standards of literacy, articulacy and the correct use of standard English,

whatever the teacher’s specialist subject;

(S3d) If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics;

(S3d) If teaching early mathematics, demonstrate a clear understanding of

appropriate teaching strategies.

S4. Plan and teach well-structured lessons 4a 4b 3 2 1 (S4a) Impart knowledge and develop understanding through effective use of

lesson time;


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(S4b) Promote a love of learning and children’s intellectual curiosity;

(S4c) Set homework and plan other out-of-class activities to consolidate and

extend the knowledge and understanding pupils have acquired;

(S4d) Reflect systematically on the effectiveness of lessons and approaches to

teaching;

(S4e) Contribute to the design and provision of an engaging curriculum within the

relevant subject area(s).

S5. Adapt teaching to respond to the strengths and needs of all pupils 4a 4b 3 2 1 (S5a) Know when and how to differentiate appropriately, using approaches which

enable pupils to be taught effectively;

(S5b) Have a secure understanding of how a range of factors can inhibit pupils’

ability to learn, and how best to overcome these;

(S5c) Demonstrate an awareness of the physical, social and intellectual

development of children, and know how to adapt teaching to support pupils’

education at different stages of development;

(S5d) Have a clear understanding of the needs of all pupils, including those with

special educational needs; those of high ability; those with English as an

additional language; those with disabilities; and be able to use and evaluate

distinctive teaching approaches to engage and support them.

S6. Make accurate and productive use of assessment 4a 4b 3 2 1 (S6a) Know and understand how to assess the relevant subject and curriculum

areas, including statutory assessment requirements;

(S6b) Make use of formative and summative assessment to secure pupils’

progress;

(S6c) Use relevant data to monitor progress, set targets, and plan subsequent

lessons;

(S6d) Give pupils regular feedback, both orally and through accurate marking,

and encourage pupils to respond to the feedback.

S7. Manage behaviour effectively to ensure a good and safe learning

environment 4a 4b 3 2 1 (S7a) Have clear rules and routines for behaviour in classrooms, and take

responsibility for promoting good and courteous behaviour both in classrooms

and around the school, in accordance with the school’s behaviour policy;

(S7b) Have high expectations of behaviour, and establish a framework for

discipline with a range of strategies, using praise, sanctions and rewards

consistently and fairly;

(S7c) Manage classes effectively, using approaches which are appropriate to

pupils’ needs in order to involve and motivate them;

(S7d) Maintain good relationships with pupils, exercise appropriate authority, and

act decisively when necessary.

S8. Fulfil wider professional responsibilities 4a 4b 3 2 1 (S8a) Make a positive contribution to the wider life and ethos of the school;

(S8b) Develop effective professional relationships with colleagues, knowing how

and when to draw on advice and specialist support;

(S8c) Deploy support staff effectively;


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(S8d) Take responsibility for improving teaching through appropriate professional

development, responding to advice and feedback from colleagues;

(S8e) Communicate effectively with parents with regard to pupils’ achievements

and well-being.

Key Strengths of Lesson (At least three) To be added as evidence by Associate Teacher to Standards Profile Log

Dialogue arising out of this lesson. To be focused upon in weekly review meeting.

Mentor/Tutor: ____________________________________________________________________ Associate Teacher: ________________________________________________________________________


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Observation of a discrete systematic synthetic phonics lesson

Trainee:

Observer: Learning objective:

Date:

School:

Age group taught Group/set/whole class

Planning check and discussion after the lesson

Prompts for observer Working towards expectations Meeting expectations* Exceeding expectations

Is the learning objective suitable for the session?

The trainee can describe what children will learn in this lesson

The trainee can explain how the activities will ensure the objective is met.

The trainee can explain and justify how this lesson fits into a planned sequence.

Are assessment for learning opportunities planned?

There is at least one planned AfL opportunity

There is planning for AfL in each phase of the lesson

The planning for AfL clearly links to previous records of attainment

Can the trainee discuss individual children’s progress?

The trainee is able to describe children’s learning

The trainee is able to identify children who struggled and those who excelled and to suggest why

The trainee is able to analyse individual performance and identify appropriate next steps

Lesson observation: Revisit and Review (duration: mins )

Does the trainee ensure that the children practise phonemes/ graphemes already taught

The trainee attempts to remind children about phonemes/ graphemes taught recently

The trainee ensures all children draw on phonemes/ graphemes learnt recently

The trainee uses previous AfL data to focus the revisiting of learning for individuals

Is the work active, interactive and well-paced?

Children are active. No time is wasted.

Children interact with each other as well as with the trainee.

Well-paced ,interactive work enhances the learning

Are all children encouraged to take part?

The children are actively engaged throughout.

All children consistently work and contribute at an appropriate level.

There is sensitive differentiation of expectation and activity.


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Lesson observation: Teach (duration: mins)


Is the articulation of the phonemes correct?

The trainee demonstrates the correct articulation of the focus phonemes

The trainee demonstrates the correct articulation of all phonemes when modelling blending and/or segmenting

The trainee demonstrates the correct articulation of all phonemes throughout the lesson

Does the trainee ensure that children articulate the phonemes themselves?

The children practise articulating the focus phonemes.

The children practise articulating the focus phonemes. The trainee addresses any errors

The children practise articulating the focus phonemes. The trainee addresses any errors, recording the information appropriately.

Are the children being taught to blend and/or segment?

The trainee demonstrates the skills of segmenting and /or blending

The trainee models the skills of segmenting and /or blending and supports children attempts

The trainee models the skills of segmenting and /or blending, supports children attempts, analysing and addressing problems immediately.

Is there evidence of new learning, not just consolidation?

The trainee has planned for new learning

The trainee shares the new learning with the children

Children can explain what they are learning

Lesson observation: Practise (duration: mins)

Are children given the opportunity to read graphemes in words to practise the phoneme?

The trainee plans opportunities to read focused graphemes in words to practise the phoneme

The trainee models reading graphemes in words to practise the phoneme

The trainee models reading graphemes in words to practise the phoneme, using differentiated examples to meet all children’s needs.

Are children given opportunities to blend phonemes to read words?

The trainee plans opportunities for children to blend phonemes all through the word in order to read

The trainee models blending phonemes all through the word in order to read and plans opportunities for children to practise this.

The trainee models blending phonemes all through the word in order to read and plans differentiated opportunities for children to practise this.

Are children given the opportunity to segment spoken words into phonemes/ graphemes for spelling?

The trainee plans opportunities to segment spoken words into phonemes/ graphemes for spelling

The trainee models segmenting spoken words into phonemes/graphemes for spelling and plans activities for children to practise this

The trainee models segmenting spoken words into phonemes/graphemes for spelling and plans differentiated activities for children to practise this

Are children given the opportunity to write graphemes to spell words?

The children are given the opportunity to write graphemes to spell words

The trainee models writing graphemes to spell words and gives children opportunities to practise this.

The trainee demonstrates writing graphemes to spell words, articulating decision-making processes. Children’s activities are differentiated.


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Lesson observation: Apply (duration: mins)


Do the children have opportunities to apply their phonic knowledge and skills in reading and writing activities

Activities enable children to apply their phonic knowledge and skills in reading and writing.

The trainee models applying phonic knowledge and skills in reading and writing and devises appropriate children’s activities

The trainee models applying phonic knowledge and skills in reading and writing and devises appropriately differentiated children’s activities

Do activities promote speaking and listening?

The activities integrate speaking and listening strategies to support reading and writing.

The trainee explains how speaking and listening strategies will support the reading and writing activities.

The trainee explains how speaking and listening strategies will support the reading and writing activities and targets help for individual children.

Throughout the lesson

Is the lesson multi-sensory, fun and interactive but tightly focused on the learning objective?

The trainee incorporates multi-sensory, fun and interactive activities.

The trainee incorporates multi-sensory, fun and interactive activities which support the learning objective.

The trainee incorporates innovative multi-sensory, fun and interactive activities which support the learning objective.

Is the work of other adults planned well?

The trainee ensures other adults are briefed.

The trainee provides planning with the objective explained and key indicators identified.

The trainee provides planning with the objective explained and key indicators identified. There are opportunities for the other adult to feedback on attainment and offer ideas.

Does the lesson make good use of resources including ICT where appropriate?

Resources are appropriate for the learning objective

Resources are appropriate for the learning objective. They are attractive and engaging.

The trainee has researched and located or made appropriate resources without the guidance of the teacher.

*If the trainee’s performance does not reach this level in any area, please contact the Partnership Office Immediately. Agreed target for future teaching of systematic synthetic phonics: TO BE

Signed (Trainee)

Signed (Class teacher):

Signed (Mentor)

Signed (Organising mentor):


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Observation of a Mathematics lesson/activity

Attitudes to Teaching Mathematics/PSRN

Please consider the evidence of: Good Satis- factory

Unsatis- factory

Enthusiasm for mathematics

Development of creative, interactive learning opportunities for all children

Ability to contribute as a member of a team , in planning/ implementing a programme of study

Independence in researching, planning and justifying a programme of study

Informed reflection on own professional skills in teaching mathematics/PSRN

Informed target setting for continuing development as a teacher of mathematics

Comments

Targets

Subject Knowledge for Mathematics/PSRN per se


Unsatis- factory

Formulation of valid and viable learning objectives based on prior achievement

Accurate use/definition of key vocabulary

Accurate use of subject vocabulary to address misconceptions

Effective explanations, informed by deep subject knowledge and clear pedagogy

Informed use of appropriate mathematical models and contexts

Accurate modelling of appropriate strategies

Connection to other subject areas

Ability to make informed, accurate assessments of children's attainment

Comments

Targets

Pedagogy


Unsatis- factory

Appropriate teaching strategies for three or four part lessons. (not EYF/S)

Active planned teaching of discrete mathematics sessions within


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continuous provision (If appropriate)

Appropriate management to ensure learning throughout three or four part lessons (not EYFS)

Effective management to ensure learning of mathematics within continuous provision (If appropriate)

Ability to plan homework which reinforces or enriches mathematical development

Active teaching with a guided group

Thorough planning drawing on appropriate adaptation of framework exemplar lessons/units

Ability to make use of motivating resources

Constructive assessment and feedback during lesson

Accurate, informative recording against set objectives

Use of targeted, planned support to ensure progress of all children

Use of assessment information to inform planning

Ability to reflect on own teaching through reference to research and Governmental expectations

Comments

Targets

Children’s Development


Unsatis- factory

Sensitive response to factors affecting individuals’ mathematical development

Explanation to children of how the activities will enable them to progress

Feedback about progress given to children

Medium term planning modified to meet the specific needs of individuals or groups.

Reporting to parents/carers and advising them how to support their children's mathematical development.

Appropriate, timely interventions which take account of individual development

Comments

Targets


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WEEKLY REVIEW OF PROGRESS Completed electronically

Weekly Review

DATE:

Class Teacher/Subject Mentor:

Professional Mentor:

Associate Teacher:

This Associate Teacher is making satisfactory progress: Yes/No

This Associate Teacher is a Cause for Concern – please activate the Cause for Concern Procedures:

Yes/No

Cause for Concern activated: Yes/No Date

Part 1 - Review and Update of the Individual Training Plan

To include:

Dialogue resulting from the Weekly Lesson Observation

How I addressed all my targets from the last Weekly Review, including Standards, training undertaken, and other issues:

Standards Profile Log/Training Plan reviewed Yes/No

Any issues identified? (added to training plan)

Standards verified at this meeting: (added to Standards profile log)

Review of School Based training undertaken this week:


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Part 2 - Discussion of reflection and review of Weekly Lesson Observation Reflection by Associate Teacher to be prepared and shared in advance of the Weekly Review

Focus of the Reflection discussed:

Record of discussion to include discussion resulting from Weekly Lesson Observation.

Part 3 - Mentor and Associate Teacher discussion: how Associate Teacher impacts on pupil progress

Part 4 - Targets and Tasks

Weekly Target Setting related to the Standards to be reviewed and new targets identified(ensure any training activities appear on the ITP)

Signed Professional Mentor/Subject Mentor

Associate Teacher Date


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2012-2012 EVALUATION OF YEAR 2 SCHOOL-BASED LEARNING - ASSOCIATE TEACHER

All staff in the Faculty of Education and Children’s Services are committed to regular monitoring and evaluation of all aspects of University and School-based Learning. Evaluation enables the Primary Programmes to:

Respond quickly to issues raised;

Make appropriate modifications to University and School-based Learning;

Identify and disseminate good practice. Please reflect on your recent SBL when answering the questions below.

Name of AT:

Name of School: Postcode:

Name of University Tutor/Visiting Lecturer

Name of Professional Mentor

Please rate the quality of aspect: MANAGEMENT OF THE SCHOOL BASED LEARNING

4 - disagree

3 - disagree for the most part

2 - agree for the most part

1 - agree

1a

The aims and objectives for the SBL are made clear in handbooks, briefings and in discussion with tutors, the Professional Mentor and Class teacher.

4 3 2 1

1b

I understand how the aims and objectives for the SBL enable me to make progress towards the TEACHERS’ STANDARDS

4 3 2 1

QUALITY OF THE SCHOOL BASED LEARNING

2a

I have developed further understanding of the teaching of phonics and the ‘Simple View of Reading’ and am able to plan and teach literacy and/or phonics.

4 3 2 1

2b

I have developed further understanding of the teaching of mathematics and the Williams Review and am able to plan and manage mathematics lessons.

4 3 2 1

2c

I am developing an understanding of the teaching of PSCHE 4 3 2 1


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2d

I try to ensure all children are treated with respect and are included in all learning activities.

4 3 2 1

2e

I have an understanding of the implications of the Byron Report into e-safely and apply this in me teaching.

4 3 2 1

2f

The University-based elements of the Programme (e.g. PDE, Foundation and Core) have supported my development on this period of training and enable me to make links between University and School-based learning through the school based tasks.

4 3 2 1

2g

I understand how to make use of behaviour management strategies to inform my teaching so that children learn effectively.

4 3 2 1

2h(i)

I was able to establish an effective working relationship with my class teacher.

4 3 2 1

2h(ii)

I was able to establish an effective working relationship with my Professional Mentor.

4 3 2 1

2h(iii)

I was able to establish an effective working relationship with other colleagues and Associate Teachers in school.

4 3 2 1

2h(iv)

I was provided with a range of opportunities to work with staff /teams across the school.

4 3 2 1

2i

My files are working documents and reflect the plan-teach-assess-evaluate cycle.

4 3 2 1

ASSESSMENT PROCEDURES

3a

Lesson observation feedback and tutor/Mentor support and Weekly Reviews of Progress enabled me to identify the progress I had made and what I need to do next.

4 3 2 1

3b

Procedures for Associate Teachers who are identified as ‘Cause for Concern’ are clear. (Please comment only if you have been formally identified as ‘Cause for Concern’)

4 3 2 1

OVERALL QUALITY OF SCHOOL BASED LEARNING 1q Please consider the overall quality of training you have received in school using the following prompts. a) Verbal and written feedback. b) Target setting. c) Your meetings with your Professional Mentor. d) The ways in which you were encouraged to take risks, experiment with ideas of your own. e) The ways in which your Professional Mentor and /or others provided you with an excellent role model/undertook team teaching with you etc.


Page 36 of 41

4 3 2 1

4a Please identify any areas of strength/good practice demonstrated by the class teacher/Professional Mentor/other staff. These will be fed back to the class teacher, Professional Mentor, HT and Chair of Governors.

4b Please identify any areas where you feel you would have benefited from further support/guidance/training prior to the SBL.

4c Please identify any areas which could be included in further University learning.

Further comments

Further comments If you have any additional comments please contact the University via ITE Administration. Please email or post this evaluation to ITE Administration ([email protected].) Please add any additional comments overleaf. Thank you for completing this evaluation.



Page 37 of 41

2012-2012 EVALUATION OF YEAR 2 SCHOOL-BASED LEARNING PROFESSIONAL MENTOR

Systematic monitoring and evaluation of the Primary Programmes is an essential feature of the continuous self-improvement process within the Faculty of Education and Children’s Services. Analysis of a range of data, from tutors, Mentors and Associate Teachers contributes to the annual action planning process for the Primary Programmes and the Faculty. Evaluation enables the Programmes to:



Identify and disseminate good practice. Please reflect on the recent training placement when answering the questions below. Complete one overall evaluation

Name of AT(s):


Name of University Tutor:

Name of Professional Mentor:

Please rate the quality of aspect:

MANAGEMENT OF THE SCHOOL BASED LEARNING

4 - disagree



1 - agree

1a

Handbooks and associated documentation ensure I understand my roles and responsibilities and can undertake them effectively.

4 3 2 1

1b

Having information about the University-based Learning i.e. Core and Foundation subject areas and PDE enable me to support the AT’s progress towards the TEACHERS’ STANDARDS.

4 3 2 1

QUALITY OF SCHOOL BASED LEARNING

2a

Associate Teachers can plan and teach appropriate literacy and/or phonics lessons.

4 3 2 1

2b

Associate Teachers understand how to plan and manage a whole class mathematics lesson.

4 3 2 1

2c

Associate Teachers have a developing understanding of PSCHE. 4 3 2 1

2d

Associate Teachers have a commitment to ensuring their

4 3 2 1


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practice is inclusive, promotes inclusion and celebrates diversity.

2e

Associate Teachers have an awareness of the implications of the Byron Report into e-safety.

4 3 2 1

2f

The School-based tasks were useful in making a link between University and School-based Learning.

4 3 2 1

2g

The AT has had the opportunities to develop behaviour management strategies.

4 3 2 1

2h

The AT had the opportunity to work with and establish effective working relationship will colleagues

4 3 2 1

2i Associate Teachers’ files are working documents and show a developing ability to evaluate the impact of their teaching on children’s learning.

4 3 2 1


3a

I can provide individual written and verbal feedback and set appropriate targets by using the Ofsted Grading Criteria and lesson observation proformas.

4 3 2 1

3b

Procedures for Associate Teachers who are identified as ‘Cause for Concern’ are clear. (Please comment only if appropriate)

4 3 2 1

4a Please identify any areas of strength / good practice demonstrated by the AT. These will be fed back to the AT.

4b Please identify any areas of strength/good practice demonstrated by the University tutor/Visiting Lecturer. These will be fed back to the tutor/lecturer.

4c Please identify any generic areas where you feel the AT would benefit from further support/guidance/training prior to the placement.

4d Please identify any areas which need to be reviewed by the B.Ed Programme Leader.




Page 39 of 41

2012-2013 EVALUATION OF YEAR 2 SCHOOL-BASED LEARNING - UNIVERSITY TUTOR

Systematic monitoring and evaluation of the Primary Programmes is an essential feature of the continuous self-improvement process within the Faculty of Education and Children’s Services. Analysis of a range of data, from tutors, Mentors and Associate Teachers contributes to the annual action planning process for the Primary Programmes and the Faculty. Evaluation enables the Programmes to:



Identify and disseminate good practice. Please reflect on the recent training placement when answering the questions below. Complete one overall evaluation

Name of AT(s):


Name of University Tutor:

Name of Professional Mentor:

Please rate the quality of aspect: MANAGEMENT OF THE SCHOOL BASED LEARNING

4 - disagree



1 - agree

1a

Handbooks and associated documentation ensure I understand my roles and responsibilities and can undertake them effectively.

4 3 2 1

1b

Having information about the University-based Learning i.e. Core and Foundation subject areas and PDE enable me to support the AT’s progress towards the TEACHERS’ STANDARDS.

4 3 2 1

QUALITY OF THE SCHOOL BASED LEARNING

2a

Associate Teachers can plan and teach appropriate literacy and/or phonics lessons.

4 3 2 1

2b

Associate Teachers understand how to plan and manage a whole class mathematics lesson.

4 3 2 1

2c

Associate Teachers have a developing understanding of PSCHE. 4 3 2 1

2d

Associate Teachers have a commitment to ensuring their

4 3 2 1


Page 40 of 41

practice is inclusive, promotes inclusion and celebrates diversity.

2e

Associate Teachers have an awareness of the implications of the Byron Report into e-safety.

4 3 2 1

2f

The School-based tasks were useful in making a link between University and School-based Learning.

4 3 2 1

2g

The AT has had the opportunities to develop behaviour management strategies.

4 3 2 1

2h

The AT had the opportunity to work with and establish effective working relationship will colleagues

4 3 2 1

2i Associate Teachers’ files are working documents and show a developing ability to evaluate the impact of their teaching on children’s learning.

4 3 2 1


3a

I can provide individual written and verbal feedback and set appropriate targets by using the Ofsted Grading Criteria and lesson observation proformas.

4 3 2 1

3b

Procedures for Associate Teachers who are identified as ‘Cause for Concern’ are clear. (Please comment only if appropriate)

4 3 2 1

4a Please identify any areas of strength / good practice demonstrated by the AT. These will be fed back to the AT.

4b Please identify any areas of strength/good practice demonstrated by the Professional Mentor/classteacher. These will be fed back to the Professional Mentor/classteacher.

4c Please identify any generic areas where you feel the AT would benefit from further support/guidance/training prior to the placement.

4d Please identify any areas which need to be reviewed by the B.Ed Programme Leader.




Page 41 of 41

RE-ASSESSMENT

Please see the School-Based Learning Policies and Procedures. NB This is taken from the Policies and Procedures Handbook for your Reference

Documents

Faculty of Education and Children’s Services School-based ...facultyhub.weebly.com/uploads/4/9/1/1/4911205/b.ed._year_2_sbl_handbook_final_2012-13.pdfB.ED YEAR 2 SCHOOL-BASED LEARNING