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PGCE 3-7 and PGCE PRIMARY
SCHOOL BASED TRAINING
SBT1 Mentor Twilight
September 22 2016
PGCE Mentor Twilight Session
1. Data from SBT1 / SBT3 & PGCE
2. Improvement Planning Well-being
3. TS6
4. SBT1 aims, outcomes & structure
5. The weekly schedule
6. Professional requirements: Action
planning & weekly evaluation
7. Modelling (feedback and video)
New DFE Mentor Standards
“A mentor is a suitably -experienced teacher who has formal
responsibility to work collaboratively within the ITT partnership to help
ensure the trainee receives the highest-quality training”.
Standard 1 - Personal qualities Establish trusting relationships, modelling
high standards of practice, and empathising with the challenges a
trainee faces.
Standard 2 – Teaching Support trainees to develop their teaching practice in order to set high expectations and to meet the needs of all
pupils.
Standard 3 –Professionalism Induct the trainee into professional norms
and values, helping them to understand the importance of the role and
responsibilities of teachers in society.
Standard 4 – Self development and working in partnership Continue to
develop their own professional knowledge, skills and understanding and
invest time in developing a good working relationship within relevant ITT
partnerships
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536891/Mentor_standar
ds_report_Final.pdf
Trainee well-being and
resilience establish realistic expectations of roles and responsibilities of
mentor and beginning teacher in the training process
devise challenging targets for development which also
recognise success
establish mutually respectful relationships which challenge
and support
devise supportive yet challenging ways of giving feedback
and advice
appreciate the personal, emotional, pedagogical and
professional challenges of learning to teach
improve self evaluation of teaching e.g. through use of video
analysis of teaching
Smethem and Hood 2011
1. Weekly mentor meetings (PH form)
2. Feedback and PA, PB, PC forms
3. Establish expectations for communication and feedback
4. Target setting and action planning
5. Coaching strategies
External Examiner Comments
Strong partnerships with schools and settings.
High quality mentoring in schools.
Excellent systems for trainees who need additional support
Excellent partnerships with schools and are the University of Choice for the area
Benefit from excellent school based mentors
Excellent intervention programmes for weaker trainees
Student comments
The school based training
was the most influential in
my training. The time I
had in school has fully
shaped me as a teacher
and has given me the
confidence to develop
professionally. I feel that I
have had a fantastic
support system with my
mentors, especially in
1&3, which has pushed
me to be the best that I
can be.
SBTs have been amazing,
and the feedback
received from mentors
have been really good
and helpful in preparing
me for real life as an NQT.
2015-16 Attainment
70% of all trainees were awarded a grade 1 in the final
assessment (Ofsted grade) which represents an increase
from 2015 and securely meets the School’s target for
primary trainees.
99% of (all) trainees achieved grade 1 or 2 in their final SBT3
report. This high standard has been consistent and the
same figure as 2014 & 2015.
Relative to the group size, by gender, fewer male trainees
achieve an overall grade 1; 56% of the male cohort
compared to 73% of the female cohort. The proportion of
grade 2 is higher than the female/total cohort figures.
Support for male trainees (retention and attainment) is
prioritised in the 2016-17 Improvement Plan.
SBT1
SCHOOL 1
AUTUMN
‘Exploring Effective
practice’
AGREED OUTCOMES
FOR THIS PHASE
cross referenced to
key Teachers’
Standards
SBT 2
SCHOOL 2
SPRING TERM
‘Embedding
Effective practice’
AGREED
OUTCOMES FOR THIS
PHASE cross
referenced to key
Teachers’ Standards
SBT 3
SCHOOL 1
SUMMER TERM
‘Enhancing Effective
practice’
AGREED OUTCOMES
FOR THIS PHASE
cross referenced to
key Teachers’
Standards
1. Recognise pupils’ learning needs and interpret them in
order to plan, teach, assess and evaluate lessons
(TS1b, TS2b, TS3a);
2. Establish positive relationships with pupils and demonstrate behaviour management strategies
appropriate to needs of the learners (TS1, TS5, TS7);
3. Demonstrate secure subject and pedagogic
knowledge appropriate to the context, curriculum and
age phase (TS3a, TS4);
4. Critically analyse and reflect on practice to identify
strengths and areas of professional development (TS4,
TS8);
5. Act upon advice and feedback, responding to
mentoring and engaging in professional dialogue
(TS8);
6. Provide evidence of achievement against the
Department for Education’s ‘Teachers’ Standards’
(2012) for QTS (Qualified Teacher Status).
Revised SBT1 structure and
implications for training
Limited University programme in weeks 1-4
4 sessions in each of the core subjects
Sampled sessions in FS
Introduction to teaching and learning, behaviour, assessment
SBT1 from Week 5 of PGCE
7 weeks
Enhanced opportunities for planning and assessment (TS2)
Weeks 1-3 with ring-fenced time for professional development
Responsibility for collaborating with and deploying support staff
Nov 10th as UBT
7 Weeks of SBT1
Weeks 1-3 reflect the ‘establishing’ phase of SBT1. The
focus of this phase emphasises knowing the pupils, the
school policies and protocol and learning from good
practice / other teachers
Weeks 4 & 5 reflect the ‘developing’ phase of SBT1. The
focus of this phase emphasises the importance of
feedback and assessment of pupils in the context of
intervention groups and teaching the class each day.
Weeks 6 & 7 reflect the ‘enhancing’ phase of SBT1. The
focus of this phase emphasises autonomous practice
(planning, teaching and evaluation) and developing
subject knowledge.
Weeks 1-3 Weeks 4-7
3 days in class
1 day (equivalent) for wider school-based training
1 day in Uni (Friday)
Safeguarding
Behaviour
Pupils and relationships
Group work
1 lesson each day
Targeted professional development opportunities across the school
5 days in class (20days)
Intervention groups
Planning, teaching and evaluation
Sequence of lessons
Weekly unit (week 6 & 7)
Nov 10th as UBT
Partnership expectations
E-safety PREVENT online
training FGM online
training
PANot before
10-10-16
PB3-11-16
PC23-11-16
PAw/b 31-10-
16
PAw/b 14-11-
16
Every week (weeks 1-7)
1. Weekly Training Schedule (proposed as a guide to
achieving the outcomes for SBT1 to at least a ‘good’ level.
There may be some variation and adaptation form week to
week, as per the school’s context)
2. Training Focus: (Week 1 as Behaviour and Safeguarding)
3. Classroom Experiences By the end of this week, trainees
should have worked with all pupils within the context of…..
4. Bespoke Professional Development
Subject/Curriculum knowledge
Breadth of curriculum
Sequences of lessons
Observations in & beyond class
Working with teacher / TA (working with
groups)
Week 5 : sequence of lessons in no more
than 2 subjects (try to ensure science +
core where feasible)
Foundation subjects focus in weeks 5-7
Weeks 6 & 7: literacy/numeracy weekly
unit
Reception Class
• Provision mapping
• Environment• Group and
whole class • Designated
areas• Learning
journey
The importance of teacher
modelling (TS2,3,4)
What does this mean to you?
Good practice?
Opportunities to watch and
try
Planned explanation and
feedback
Ways forward for SBT1
“The teacher’s ‘success’ can only be defined in terms of that of the learner”.
Peters, 1967, p. 3
Evaluating and Analysing
(Lesson and weekly
evaluations)
targets
actions
professional
activityevaluation
self-review
Targets are focused on improving the quality of trainees’ teaching and its contribution to
pupil progress and learning over time.
TARGETS
I need to …..
ACTIONS
By doing……(keep an eye to ‘So
that’)
REVIEW DATE
ACHIEVED?
OR NEW
REVIEW
DATE
TS7 b/c:
Develop and
begin to use
strategies to
promote
behaviour for
learning
• Read + annotate school behaviour policy
• Observe class teacher’s use of eye contact,
voice, expression and body position to gain
and maintain children’s attention
• Observe how children respond to praise,
reminders and sanctions – note what is
particularly effective and why
• Smile and greet children at the beginning of
each lesson/session
• Use positive praise early to encourage attention
and engagement-– make use of marble reward
system currently in place.
• Make my expectations of noise and talk level
clear before children begin task
• Give feedback during group task in relation to
pair/group behaviour for learning. Make a
specific comment that praises how children are
working
• Plan specifically for transition times – time target
for tidying up, coming back to carpet for
plenary
Summary
SBT1 outcomes
Grading descriptors
Progress review (PA) not lesson
observation
Pupil progress as indicator
Part 2: ‘consistently high’
‘Enhanced Support’ protocol
• Podcasts
• Forms
• Handbooks