School of Education - University of Hertfordshire · Web viewPortfolio Part 1: Standards Evidence ... School of Education Code of Professional Conduct for Trainees. ... FS/KS1 pathway

School of Education

Primary PGCE and BEd Programme

TRAINEE SCHOOL PLACEMENT DOCUMENTATION

September 2012

For additional copies of this documentation please use the memory stick/CD that is available for schools or access the School of Education Partnership website:

go.herts.ac.uk/ITEpartnerships

AM/JB August 2011 Trainee PGCE Primary Placement Documentation (QStandards)

http://www.go.herts.ac.uk/ITEpartnerships

ContentsSection A: Guidance

Introduction 4Equality and Diversity 5Expectations of Trainees 6What to do if you have a problem in school 7Portfolio of Evidence Files 8Pre-block Placement Days 8Planning 9Assessment of Pupils 10Assessment of Your Performance on School Placement 11Guidance Notes for Notification of Cause for Concern and Moderation and Assessment Grid 12Cross Phase Visits 15BEd2 Special School Placement: Guidance Notes 15Careers and Placement Service 17Career Entry and Development Profile (CEDP) 18Evaluating Placement 18Claiming Travel Expenses for School Placement 19

Section B: Documents for Portfolio Trainees are responsible for using these forms by completing, filing and making these available to mentors and tutors to complete their sections.

Portfolio Cover Sheet 20Documents for Portfolio – Summary of Forms and Evidence 21

Portfolio Part 1: Standards Evidence Grid 22 Standards Portfolio: Evidence Grid 23

Completed by trainee and signed off by mentor and tutor

Nursery School Visit 58KS1/KS2 School Visit 59Secondary School Visit 60EAL Visit 61Special School Visit 62 SEND Placement Tasks 63Trainee Code of Conduct 65

AM/AA August 2012 PGCE Trainee Primary Placement Documentation (Teachers’ Standards) 1

Portfolio Part 2: Lesson Planning & Pupil Assessment 66Foundation Stage Plans 67Key Stages 1 and 2 Plans 72Detailed Lesson Evaluation 75Guidance for using Lesson Plan 76“Best Fit” feel of National Curriculum Levels 77Lesson Plan: Mathematics 80Lesson Plan: Literacy 84Group Assessment Checklist 87Whole Class Assessment Checklist 89Reading Record 91

Portfolio Part 3: Trainee Assessment 92Attendance Register for Placement 1/2/3 93Classroom Skills Observation Forms 1-6 (SOFs) 94Trainees’ (generic) Observation Form (TOF) for use when observing others 101Lesson Observation Forms (LOFs) 103

Trainees to print out for all observed lessons and to make available to the tutors and mentors to complete

Lesson Observation Form: Teaching of Guided Reading 107Trainees to print out ONE of each, for each placement and to make available to the mentor to complete

Lesson Observation Form: Teaching of Systematic and Synthetic Phonics 111Trainees to print out ONE of each, for each placement and to make available to the mentor to complete

Professional Training Record 116Trainees to complete, mentors to sign

Moderation Forms-Moderation and Assessment Grid 117This form must be emailed to [email protected]

-Report and Reference 118-Notification of Cause for Concern 140This form must be emailed to [email protected]

Portfolio Part 4: Reading and Mathematics Portfolios 141

Portfolio Part 5: Other Evidence 142Trainee Placement Evaluation Form 143

BEd OnlyPortfolio Part 6: Summary of Evidence for QTS 145


mailto:[email protected]


School of Education

Primary PGCE and BEd Programme

TRAINEE SCHOOL PLACEMENT DOCUMENTATION:

Section A: Trainee Guidance


Introduction

Your time in school on placement forms an essential part of your course and as such you need to be extremely well planned and prepared for this aspect of your training. You will be assessed against the Teachers’ Standards (see Appendix B). The Standards Evidence Grid (see section B) exemplifies the training activities that need to be undertaken and the evidence to be collected by you while on placement. The Moderation and Assessment Grid is used to grade your overall performance on placement.

Organisation of placements

The University organises placements in schools. It does so in line with the Placement Policy (see Appendix C). You will be informed when to contact the school once all the placements have been confirmed. We endeavour to inform you at least three days before placement. You will not normally be placed in schools where your children attend, or where you have a close connection. The time in school is split between placement preparation days followed by the block placement.For each placement you will received the Placement Milestone Notes with specific details of dates and placement requirements: for example the build up of teaching time and school tasks to complete.

Attendance and Absence

It is a TA requirement that trainees complete the required time in school: for BEd programme this is 120 days, for PGCE primary it is 90 days (for 2012/13); time visiting other settings such as special schools counts towards this total. As such the expectation is for 100% attendance.

If you are absent from placement for any of the following reasons please ensure that your mentor, the Senior Placement Administrator (Ben Bergonzi: [email protected]) and visiting tutor are contacted as soon as possible.

Illness/personal circumstances Informal visits to other schools while seeking employment (for the whole day)

In the event of industrial action we have been advised by the teaching unions that as a trainee you are not party to an industrial dispute and therefore you will need to come in to school. The only exception to this is if

the school is completely closed. Total absence of more than 3 days may need to be made up for the trainee to be compliant. The mentor and visiting tutor must discuss how this will be arranged. Any remaining absences at the end of a placement must be recorded on the Report and Reference.

Support from School

The roles and responsibilities of school can be found in the Partnership Policy (see Appendix D). It is also worth looking at the explanation of the mentors’ roles in the mentor section of this handbook. Expectations for specific placements are on the Placement Milestone Notes given to you before each placement

Support from Visiting Tutor

The Visiting Tutor (VT) is your UH ‘link’ while on placement. The VT will give you his/her contact details and will be your first port of call if you need advice while on placement. The VT will make three visits to school on each placement to support both you and your mentor and agree judgements on your progress and achievement. Where difficulties occur extra visits may be made. See the ‘Visiting Tutor Section’ of the handbook for a list of their roles and responsibilities.



BEd Placements

Year 1 Module 4EDU0102, (teaching time is 40%), 15 credits UH level 4In your first year, where possible, you will be attached to a school/setting for a full academic year. In the autumn term, there are a series of visit days, where you are expected to observe and work alongside the class teacher, undertaking a range of activities linked to English and mathematics modules and SEND. During these days, you will also become familiar with the routines and practices of the class and to gain information about the levels at which the children are working. There may be opportunities to visit other classes throughout the school to observe good practice in the core subjects and you will arrange to meet with the mathematics subject leader. This initial school experience is designed to monitor your personal qualities and potential to continue with initial teacher training.In the summer term, you will return to this class for your assessed placement. The year culminates in a six week block placement. This is assessed on a pass/fail basis where you must demonstrate awareness and understanding of the Teachers’ Standards (DfE 2012) with structured help.

Year 2 Module 5EDU0084, (teaching time building up to 60%), 15 credits UH level 5The second school placement begins with a series of placement preparation days. You will be placed individually in a class. Directed tasks will be set and you are expected to spend time observing good practice in a range of classes.A total of nine weeks is spent in school in the Spring Term. The placement is assessed on a pass/fail basis against your ability to implement the Teaching Standards with support and guidance.

Year 3 Module 6EDU0466 , (teaching time building up to 80%), 30 credits UH level 6The final year school placement begins with a series of preparation days in the spring term. Again, you will be placed individually. Here, you will prepare for the seven-week block placement, starting in March. This is assessed on a pass/fail basis where you must implement the Teaching Standards consistently, securely and independently, for the most part.

PGCE Placements

Placement 1, (teaching time building up to 60%This is in the autumn and spring terms. This will start with five pre-block days followed by a four week block placement. The placement is assessed on a pass/fail basis against your ability to implement the Teaching Standards with support and guidance.

Placement 2, (teaching time building up to 70-80%)This is in the summer term. This will start with ten pre-block days followed by a eleven week block placement.This is assessed on a pass/fail basis where you must implement the Teaching Standards consistently, securely and independently, for the most part.

Equality and Diversity

The University of Hertfordshire is committed to promoting equal opportunities and fair treatment for all trainees. A full copy of the policy is located in the Appendix A. on the placement CD and on the University website (www.herts.ac.uk/about-us/equality-and-diversity).


http://www.herts.ac.uk/about-us/equality-and-diversity

Expectations of TraineesAn essential aspect of the teacher’s role is the ability to behave professionally towards colleagues, children, parents and carers. During school placements and university sessions, therefore, trainees must demonstrate such professionalism.

You should be well dressed and punctual. You should expect to be in school before 8.30am staying until at least 4.30pm. Where this is impossible, for example: year 1 BEds who have UH transport, then the school need to be informed of this at an early stage. Make a point of checking in and out with your mentor at the start and end of the day wherever possible.

Schools and mentors are generally very supportive of trainees on placements if they perceive a high level of commitment and willingness to learn, however do be sensitive to the many demands placed on mentors.

In view of the immense importance of demonstrating professional attributes, the form below must be read by you at the beginning of your programme. It should be signed before starting placement and kept in Portfolio Part 1.

The importance of professionalism is also emphasised throughout the Teaching Standards, all of which trainees are required to meet in order to be recommended for Qualified Teacher Status (QTS).

School of Education Code of Professional Conduct for Trainees

I will demonstrate my professionalism by:

adhering to the trainee commitment in the Partnership Agreement; (in your placement handbook) acting upon the principles stated in University of Hertfordshire’s School of Education Building

Learning Communities booklet and the statutory frameworks referenced in Teachers’ legal rights and responsibilities (Berry, J., 2007);

becoming familiar with key school placement policies and applying them consistently; having high standards of attendance and punctuality at school, and at all university sessions; maintaining files/portfolios to be available for both school and university staff on placement and

campus; participating actively in my own learning and supporting the learning of others; showing courtesy and respect towards all school and university staff, fellow trainees, children,

parents and carers; working within the ethos and expectations of the placement school e.g. attending planning/staff

meetings, training etc; dressing appropriately for school placement and other relevant formal occasions; using electronic communication responsibly, realising that everything transmitted on internal and

external systems will be/may be more widely accessible than to the immediate recipient(s); not referring adversely on public network sites to any matters relating to specific schools, children,

school staff, placements or the University; adhering to the University Code of Conduct (which can be found on the website under in the A-Z in

Joining Information); adhering to the University’s Academic Regulations for Undergraduate and Taught Postgraduate

Programmes. adhering to the Part 2 of the Teachers’ Standards.

and serious attention paid to the above expectations.

Please sign a copy from Section B or from your CD and put in Portfolio File 1.

Any misconduct will be dealt with through UH procedures http://www.herts.ac.uk/about-us/corporate-governance/uprs.cfm


http://www.herts.ac.uk/about-us/corporate-governance/uprs.cfm

http://www.herts.ac.uk/about-us/corporate-governance/uprs.cfm

What to do if you have a problem in School


Portfolio of Evidence FilesYour placement files provide the evidence towards your progress against the Qualified to Teach Status and your final placement grading (see Moderation and Assessment Grid). As such it is important that you set these up before placement so that you have the forms readily available for your mentor and you are familiar with them. You will need five sections, one for each part of the portfolio; please see Section B for the content of each and the relevant forms required.

Pre-block Placement Days

Prior to the assessed block placement, trainees get experience of the school during attendance on pre-block placement days. These days are essential in providing opportunities to carry out a range of teaching and learning activities including:

directed tasks set by programme directors before placement. (Trainees are responsible for informing class teachers of these tasks and negotiating suitable times for them to be completed);

trainee observations of teachers (a suggested form (TOF) is included; 6 formative observations by the trainee using the detailed prompts on the Classroom Skills

Observation Forms (SOFs 1-6) establishing themselves as a teacher; working with groups of pupils on an activity initiated by the teacher/trainee, supporting pupils,

making assessments etc.; working with the whole class in short, specific ways; overseeing a whole class activity initiated by the class teacher; observing one/two/three pupils working together on a similar task and noting down their level of

involvement and the pupils' use of language etc; observing how the teacher interacts with the pupils: how s/he responds to: poor/excellent work:

good/bad behaviour: movement around the room: noise levels; finding out whether the teacher uses particular techniques/gives clear signals of disapproval, moves

towards the disruption or re-focuses attention on the task in hand; finding out about parental involvement, other adults working in the classroom, pupils going to other

classes/teachers; considering the ethos and organisation of the school, number of classes, organisation of year

groups, school rules and routines etc.; collecting information to support planning:

- -an outline timetable;- -medium term planning/units of work, some early lesson plans;- finding out about available resources, including ICT;- a plan of the teaching room(s) and seating plan;- pupil groupings and names have to be learnt;- systems, routines, rules and sanctions;- policies;- school requirements re: record keeping, forward planning submission;

involvement in the wider role of the teacher: staff meetings, duties etc. collaborative planning and team teaching with another trainee or teacher to gain experience, boost

confidence and share evaluation; identifying an appropriate time to discuss plans, expectations, targets and evidence with mentor in

the weekly Professional Training Record meeting.


Planning

Planning requirements:

Please note that there are special Foundation Stage planning proformas, (see Section B, Portfolio Part 2).

Key Stages 1-2 have the standard lesson plan proforma. Both are included in Section B Forms. Planning must be filed and readily available to mentor, tutor, classroom assistant and other staff. It should not contain any details that could be construed as breaking the confidentiality of

information given to trainees or which might offend others. An introductory section should include:

o class information about the pupils (names, age group, number, SEN, EAL etc pupils);o general class organisation details;o a list of all the other adults that will be working with the pupils indicating their roles and

responsibilities;o the weekly timetable,

o time of weekly mentor meeting and planning meeting,

o other events the trainee will be involved in/affected by, extra-curricular events/duties, non-contact time;

Long/medium term/unit plans/syllabuses (photocopied). Most schools work from established medium term plans/units of work to make sure that pupils make progress within, across and between years. The trainee needs to highlight those areas of the plans that s/he will be helping to deliver, so that it is clear how individual lesson plans fit into the whole picture of subject and curriculum delivery. This means that trainees will have limited opportunity to devise their own medium term plans, but they should take every opportunity to witness good practice by being present at planning meetings.

Trainees should make the most of the opportunities to plan smaller units/a curriculum pack. They are produced as working documents to chart the detailed coverage of subjects. They are usually annotated as the lessons progress to show where changes in teaching have been/will be made in response to an analysis of how well the pupils are coping with the material.

Lesson Plans for ALL individual lessons taught must be completed unless the trainee is working from a teacher’s plan, (see the Lesson Plan proforma for Early Years and KS1-4 and the Podcast for trainees on Studynet). Plans should be filed chronologically. NB Experienced teachers will not need to write such full plans but trainees do, as part of their assessment to show that they are able to plan all the necessary details, and to show the school that the subject areas are being adequately covered.

All lessons should be briefly evaluated for strengths and areas for development (Lesson Plan, Page 3) and a detailed lesson evaluation must be completed on one lesson per week (Lesson Plan, Page 4).

Lesson Plans may be word processed or hand written, whichever is more convenient and no “typing up” of hand written plans is expected as long as the original is legible and informative. Evaluations are very likely to be handwritten as they will be in the form of notes soon after the lesson has been conducted.

Foundation Stage planning guidance (0 – 5year olds) Planning

Young children learn most effectively through play and the role of the teacher in supporting and extending this learning is crucial. The planning sheets have been devised for trainees to plan each of the 5 stages of the learning cycle. These are illustrated in an UH/TDA/Herts LA (2007) poster pack ‘Pedagogical Approaches: The role of the Early Years Practitioner in Supporting Children’s learning’.


Adult-directed LearningTrainees will need to complete one of these planning sheets for each session they teach whether it is to a small group of children or the whole class. Having taught the session trainees are expected to evaluate both the children’s learning and their own. The completed planning sheet is for a water play investigation.

Child-initiated Learning Trainees will need to complete one of these planning sheets for each session where children initiate their own learning. These sessions are times when children’s learning develops through play, enquiry, exploration, discovery and reflection. The teacher needs to plan and provide appropriate contexts for learning which offer opportunities within a challenging learning environment. The trainee needs to provide evidence of planning to support and extend learning.

Assessments of Pupils

Trainees are expected to maintain detailed records of assessments of pupils. Non-contact time should be used to keep marking and recording up to date. These records will inform planning.The main assessment strategies are: questioning observing/listening peer assessment self-assessment marking testing

When judging trainees’ performance against the Standards, mentors and tutors will look for: the process of assessing by the strategies listed above; the recording of formative and summative assessments; the analysis and use of the assessment information to help to adjust expectations for whole classes and

to personalise learning for individuals; the setting of cohort and personalised targets.

Ways of recording assessments to be kept by trainees

All trainees are required to keep an assessment file of pupils in their class which must contain the items listed below, as appropriate to the specific Programme of study (see Primary Training Guidance and Evidence Grid for your Programme). There should also be brief formative assessments of pupils on Lesson Plans to inform future planning.

1. Checklists/mark books.Checklists (see examples in this document) record the level of achievement for each member of a class/group, in relation to how far each one has met the learning objective/intention(s)/success criteria. Lists can be built up over time; it may not be possible to assess every pupil in the class on the same occasion.

2. Levels/GradesPerformance against NC/ other syllabus requirements


3. Reading Records The trainee should monitor pupils’ reading on the University pro-forma. Readers can be heard individually or in a small/large group situation.

Assessment of Your Performance on School Placement

Teachers Standards Portfolio Evidence

Trainees are responsible for the documentation listed in 1-4 below being kept in a placement file and being readily available to any member of school or University staff who asks to see it.

The Teachers’ Standards Portfolio - LOFs, PTRs, Reports-References - from any previous placements should also be available to school and University staff on subsequent placements, so that trainees’ progression through the Programme can be tracked and appropriate support be offered.

1. Primary Training Guidance and Evidence Grid

This document provides examples of learning opportunities for trainees on placement; these are graded from light to dark grey and trainees work through these throughout their course-(see the front of the Grid for further guidance), and it has spaces for trainees to enter their own evidence and for mentor and tutor signatures to show agreement with a Standard having been met: Mentors will sign off Standards towards the end of the placement, when the trainee shows and lists sustained evidence that a Standard has been met. This document must be completed and “signed off” in order to pass a placement and will form the main part of the presentation the trainee makes to the mentor and tutor at the end of the final placement.

Trainees’ Portfolio documentation that will provide contributing evidence for completion of the Primary Training Guidance and Evidence Grid are:

2. Attendance Register

3. Lesson Observation (LOFs)Mentors should complete a formal Lesson Observation Form (LOF) at least once every week of the block placement. University Tutors will complete a joint observation with the mentor during each placement. These formal observations should cover a range of subjects/year groups/types of lesson/parts of lesson, depending upon the Programme of study being undertaken. Each LOF will record an overall grade.

The LOF should be hand written during the lesson and given to the trainee on the day if possible. Trainees should receive verbal feedback as soon as possible after the lesson (same day) and time must be taken to discuss strengths and areas for development with trainees, to clarify any points and to provide SMART targets for further development. These targets will form the basis of the weekly targets written down on the PTR. It is essential that mentors and tutors maintain a careful written record, on trainees’ LOFs and PTRs of any advice, constructive criticism and details of specific targets or problems discussed. This ensures that trainees clearly understand the extent and nature of the new challenge or concern and that there is a written record that corresponds to the verbal feedback that was given.

You will need a lesson observation of both reading and teaching of phonics on each placement.


4. Professional Training Records (PTRs)Trainees should discuss their targets for each week with their mentors and write them on a PTR. Mentors and trainees will discuss at the end of each week how far the targets have been met and what to move onto next. The PTR will be completed by the trainee and signed by the mentor.

5. Trainee’s Moderation and Assessment GridThis document records the mentor’s and tutor’s judgement of the trainee’s graded performance against the Standards. The UH School of Education requires “Very Good/Outstanding”, “Good” or “Satisfactory” performance levels for a pass to be attained. These grades will be used in a trainee’s end of placement Report and Reference.

BEd 1A: the placement is diagnostic (not assessed), but trainees must show that they are beginning to show appropriate awareness of the essential Standards.BEd 1B: they must demonstrate awareness and understanding of the Standards and begin to implement them with structured help.BEd 2/PGCE 1 primary and secondary, GTP term 1: they must implement the Standards with guidance and some support.BEd 3/PGCE 2 primary and secondary, GTP by term 3: they must implement the Standards consistently, securely and independently, for the most part.

Occasionally at the end of a placement, a trainee may be judged to have just met the Q Standards. In this case an asterisk should be added to the “Satisfactory” grade box; this will indicate that the standard has been met WITH ADDITIONAL SUPPORT.

6. Report and Reference

The Report and Reference document must be submitted electronically to [email protected] and a copy also emailed to the Visiting Tutor, and to the trainee.

NB Lesson Plans with evaluations, pupil checklists and mark sheets, resources and subject specific materials need to be kept in files for mentors and tutors to check, as these are part of routine teaching documentation and so contribute to evidence recorded on the Primary Training Guidance and Evidence Grid.

Guidance Notes for Notification of Cause for Concern and Moderation and Assessment Grid

The assessment of trainees is a close collaboration between the school and the School of Education and it is a mutually supportive one at all points in the placement. This close collaboration is especially important when there are areas of concern about a trainee’s performance.

1. If a Professional mentor/Mentor has any cause for concern at any time during pre-block days or the block placement, s/he should contact the Visiting Tutor in the first instance to discuss the issues and for a Tutor to make an additional visit to the school. There may be a range of factors that are affecting the trainee’s performance and these will need to be discussed and can often be resolved if addressed at an early point, with targets. The mentor and the tutor will agree the position and the future action to be taken.

2. At this early point, areas of concern must be documented in relation to the Teaching Standards. The mentor should complete the Moderation and Assessment Grid (putting a tick against the appropriate grade descriptor for each Standard) in order to show the trainee exactly which Standards need to be addressed at a higher level of performance. Targets must be written down on the PTR, with date(s) for completion, in order for the trainee to know what to do to raise his/her performance to a satisfactory



level. These targets may be the mentor’s points in the Areas for Development on the Lesson Observation Form or may be additional.

3. If the areas of concern persist and targets are not met, the Mentor must discuss and agree the position with the Professional Mentor and UH Tutor, who will communicate the issues with the Head of ITT and Partnership. The Mentor and the Tutor must complete the Notification of Cause for Concern form and forward it, with the Moderation and Assessment Grid, to the Head of ITT and Partnership, who will arrange a visit to the school to carry out a moderating assessment procedure that will determine the next steps for the trainee.

Please email the form, Notification of Cause for Concern, together with the Moderation and Assessment Grid, to Email: [email protected] . Mark the email URGENT . Ensure that a hard copy is signed by the trainee and mentor and a copy given to the trainee.

4. Where a trainee is not abiding by the School of Education code of professional conduct, not meeting part 2 of the Teachers’ Standards or if it is deemed that the trainee is having a detrimental effect on the pupils’ learning and progress then the school can decide to terminate the placement at any point and this will be deemed a failed placement.

5. Possible outcomes of the moderation assessment visit:

i. Standards being met satisfactorily at this point.ii. Weekly targets set and monitored by the mentor re: the Standards and key areas that need special

attention. iii. Failed placement: The placement is likely to be terminated, if the trainee is deemed to be unable to meet

the Standards by the end of the placement and/or that the pupils’ learning is being adversely affected by the trainee’s placement. It is the usual procedure for the school and the University of Hertfordshire to withdraw the placement in mutual agreement. This will normally result in either a ‘Referral’ or a ‘Deferral’ judgement by the Examination Board.

(a) Deferral* The placement will be re-taken at a later stage as if it were the first attempt. This is usually applicable for a trainee who has not completed the placement due to illness or other unavoidable circumstances. The trainee will need to complete a severe adverse circumstance form and provide written support/medical certificate to substantiate the decision. The trainee will be notified when this deferral will take place. The Placement Administrator will contact the trainee when a school has been found. No fee will be charged.

(b) Referral* The placement has been failed, either because the trainee has withdrawn her/himself from the placement or because the Standards have not been met at a level appropriate for the placement and the University and school have withdrawn the placement. The University may give the trainee an opportunity to retrieve the position by carrying out a retake school placement. A time-scale for this will be stipulated by the Examination Board. The Board may also require the trainee to follow a course of counselling, personal presentation or other preparation/support before attempting a referral placement.

Trainees will be interviewed by the head teacher of any school offering a referral placement. The University undertakes to try to arrange interviews at one further school if the trainee is unsuccessful at the first interview, (maximum of two interviews arranged). The trainee must pass this interview and there can be no guarantee that a head teacher will be willing to accept a

* Except for PGCE Placement 1, all deferred/referred placements will be completed in the following academic year as insufficient time is available in school during the current academic year after the Examination Boards have made their judgements.

*



trainee for placement as a result of the interview. The trainee will be notified by the School Placement Administrator of how and when to proceed with an interview, once a head teacher has agreed to consider a referral placement opportunity. After the interview, the trainee must notify the School Placement Administrator of the result of the interview so that the next steps can be taken appropriately. Payment is required for a referred placement and the trainee must liaise with the Programme Administrator to establish the current cost of a referral module plus referral placement overheads.

There is also no guarantee that head teachers will offer interviews. The placement administrator will request a referral placement opportunity from 5 schools over the period of a term. If no school has been prepared to offer an interview, then the trainee will be allowed one further term to identify a school herself/himself so that the University can make the partnership arrangements for the referral. If no school has offered an interview as a result of these two strategies, the trainee will be deemed to have failed the placement as no re-take opportunity is possible.

(c) FailThe placement has been failed with no opportunity to retrieve, as the trainee has been judged unsuited to the teaching profession or has failed the referral placement or a placement cannot be found despite the University’s best efforts and the trainee has been unable to find a school willing to conduct the referral.

Notification of results

Trainees who have failed or been referred by the Examination Board, who have requested a deferral or who require completion time in school will be notified formally of the outcome in writing as soon as possible after the Board meeting. Results will not be given to trainees by tutors or administrative staff over the telephone. Trainees successfully completing their school placement, in addition to the other elements of their Programme, will receive written confirmation of their result after the Principal Board of Examiners has met.

Appeals

Any trainee should consult the Head of ITT for advice.

1) If there are severe adverse circumstances, these should be presented in writing on the appropriate form, with supporting documentation, as soon as possible to the Senior Administrator so that the evidence can be considered by the School’s Assessment Panel.

2) Any trainee intending to appeal against the decision made by the Examination Board should consult the full regulations. Separate documentation is available on the University Web site with full details of the University’s appeals procedure. Some preliminary key points are given below for information.

An appeal must be made in writing within 10 working days of the notification of results and can normally only be considered on the basis that:

1. The Board had received relevant information regarding the placement but may not have appreciated the full significance of the information when reaching its decision.

2. The trainee’s performance had been adversely affected by illness or other factors that s/he was unable or unwilling to divulge to the Examination Board prior to the decision being reached.

3. There had been an administrative error.4. One or more examiners showed bias or impropriety.

Visits to other settingsAM/AA August 2012 PGCE Trainee Primary Placement Documentation (Teachers’ Standards) 14

Cross Phase VisitsAll trainees, by the end of their training, must have visited the age phase immediately adjacent to the pathway they have chosen, for one day each. ie

FS/KS1 pathway – require visit to KS2 and 0-3 setting

KS1/ KS2 pathway – require visits to FS and secondary school

KS2 upper/lower: Trainees who only have placements in upper and lower KS2 will need to spend time during placement teaching Reading/Phonics and Maths in KS1.

Trainees must complete these visits once only during their training programme. PGCE trainees are to complete these visits during placements 1 and 2. BEd trainees are to complete these visits during Years 2 and 3 of their programme. The appropriate attendance records and observational notes are to be filed in the Primary Training Guidance and Evidence Grid.

Visits to Special Schools All trainees will visit a special school during their course. The guidance for these visits is found in the Portfolio part 1

Visits to English as an Additional Language (EAL) schoolsTrainees will need to carry out activities relating to pupils with EAL, this can be found in Portfolio part 1 forms. This may be in their placement school however where a trainee does not have experience of EAL pupils in their placement school he/she will need to go to visits a school with EAL pupils.

BEd2 Special School Placement: Guidance Notes

Trainees in BEd year 2 are able to opt for a placement in a Special school. The allocation of placements will be carefully managed by the Programme Director, the lead tutor for Learning Difficulties and Disabilities (LLD) and the head of the Special schools consortium in Hertfordshire, in order that arrangements for the placement are supportive both for the trainee and for the Special schools.

Prior to a placement in a Special school being allocated, trainees must complete the following expression of interest form:


BEd 2 Special School PlacementExpression of Interest

Please answer the following questions (no more than 1 paragraph for each).

1. What previous experience do you have of children with special needs?

……….....................................................................................................................................................................................................................................................................................................................................................................................................................................................................

2. What are the challenges you expect to meet in a special school?

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………....Additional preparation for placement for the trainees is a requirement and there is also additional training and development for the Special school mentors.

Many learners with special needs have unusual methods of communication which may include what might seem to be inappropriate interaction eg spitting, hugging, biting, kicking, scratching. All special school staff are trained to deal with these features of behaviour and will give guidance to trainees on how to manage these situations if they arise. Please be aware that this can be a feature of special schools. Many learners in special schools are epileptic and staff will brief you on their needs.

If a trainee selects a SEN school placement, s/he must have Tetanus and Hepatitus B innoculations up to date.

Trainees will need to send for:- Planning, Teaching and Assessing the Curriculum for pupils with Learning Difficulties.- Download from https://orderline.education.gov.uk/A good website for information on special schools is http://www.education.gov.uk/childrenandyoungpeople/send


http://www.education.gov.uk/childrenandyoungpeople/send

https://orderline.education.gov.uk/

Careers and Placement Service

Supporting you as you plan and manage your future, the Careers and Placement team is here for you throughout your time at UH and after you graduate, assisting you in identifying and developing the employability skills and tools needed to achieve your ambitions and stand out from the crowd.Our aim is to guide you through the process of making your own decisions when planning for your future and preparing for placements and graduate employment. We offer a wide range of services to all students, including: Workshops & presentations throughout the year Careers events and networking opportunities– with employers, alumni, industry experts On-line resources via StudyNet (especially Jobs and Careers) and access to our library of careers

literature and resources and work experience, placement and graduate vacancies via the online database JobsNetPlus

Consultations with professionally qualified Careers Consultants Practical support on preparing CVs and application forms, and psychometric testing sessions

Sources of information when considering career choices StudyNet - Jobs and Careers section Prospects website www.prospects.ac.uk which has details of hundreds of different roles including

information on entry requirements (See Jobs and Work section)

Contact Us:For more information or to make an appointment contact

Tel: 01707 284791 Email: [email protected]: www.herts.ac.uk/more/careers-and-placements

Remember, it’s never too early to start planning for your future!


http://www.herts.ac.uk/more/careers-and-placements


http://www.prospects.ac.uk/

Career Entry and Development Profile (CEDP) – Available on your CDROMFINAL PLACEMENT ONLY

About the CEDPThis is no longer a requirement by the Teaching Agency but it is useful to establish your training needs as you prepare for your NQT year. The complete document is structured around three ‘transition points:’ Transition Point One – as you approach the award of QTS Transition Point Two – at the start of Induction Transition Point Three – towards the end of Induction

It is only Point One that concerns you at the end of your training year.The other parts are important to you during your Induction Year and it is in your interest to take the process seriously since the support and training you have is structured around the Profile. It can be word processed or hand written.

When completing the pages which make up Transition Point One, please note the following:

‘The training provider/recommending body’ is The University of Hertfordshire ‘Other information about your teacher training programme’ should include reference to: e.g the UH

sessions, details about your school placements, cross-stage visits. You should sign and date the final page Your academic tutor signs the document.

The Career Entry and Development Profile should form part of your Portfolio files since it provides evidence to support your professional development

Evaluating Placement

At the end of placement we ask that you complete a placement evaluation (see Section B). Do think about this carefully as we use this information to support our placement process and give feedback to visiting tutors.

This needs to be returned to Ben Bergonzi, Senior Partnership Administrator, School of Education (R212) or by email to [email protected]



Claiming Travel Expenses for School Placement

Detailed below is the basis on which students (resident and non-resident) may receive some assistance with the travelling costs of getting to and from a placement. The amount offered under this programme represents a contribution towards the costs incurred by students. Trainees are responsible for the first £1.00 of the daily costs. This applies to all Initial Teacher Training courses offered by the University except BEd1.

Claim forms can be obtained from outside the School of Education Administrative Office (R212). All forms must be submitted to your Programme Tutor for initial authorisation.

Public TransportNB. Public transport must be used where feasible. For students using public transport (excluding taxis, for which no reimbursement is payable), the following parameters apply: UnoBus should be used where possible. Expenses that may be claimed will not include the usual cost of getting a return journey to Campus from

home.NB. Tickets or a copy of a travel pass must be attached to your claim form.

Private TransportFor students having to use private transport, the contribution will be 22.5 pence per mile within the following parameters:

Only mileage in excess of that incurred on a usual journey to Campus from home will be paid Where possible the University wishes to encourage the sharing of transport. If you are able to assist other students in reaching their placement schools, any mileage incurred in transporting them will also be supported at 10 pence per mile.
