SECONDARY ITT

Block Placement B

Observation balanced with the onset of teaching . . .

• Observe the classes you are going to teach – 24th 25th & 26th Feb,

1st 2nd & 3rd March• Teaching starts from THURSDAY 4th MARCH• Placement B Preparation Check List

due in to University College Tutors on

FRIDAY 5th MARCH

Follow the recommended balance of sole teaching/support

teaching and focused observation (varies with paired model)

10% Focused observation

20-30*% Scaffolded/

support teaching* 10-20% after

Easter

30-40*% Sole responsibility for

whole class teaching

* 40-50% after Easter

At least 30% non-contact time

Scaffolded, support teaching is:

√ Team Teaching

√ Joint planning, teaching

√ Responsibility for discrete parts of the lesson, sharing/collaboration

Scaffolded/Support teaching is also:

• Teaching of small groups focusing on a particular ability/area of the curriculum

• Acting as a Teaching Assistant for a particular pupil/pupils

• Teaching a particular specialism across a range of classes

• Working in the SEN Department on a regular, timetabled basis

Sole teaching means trainee responsibility for a class/classes

Q22 “Plan for progression across the age and ability for which they are trained…”Q25 “Teach lessons and sequences of lessons across the age and ability range”This guidance suggests that even experienced trainees would find it difficult to demonstrate achievement of all the Standards in less than six

consecutive weeks of observed and assessed teaching.

. . .QTS means that employers can be confident that newly qualified teachers are competent to teach whole classes, across the age and ability range for which they

have been trained.

Assessment of trainees on Placement B focused on the

quality of pupil learning

Self, Mentor and UC Tutor assessment against the QTS standards and attainment linked to Ofsted grading

profiles

Lesson planning is a crucial source of evidence for many Standards:√ Lesson objectives√ Assessment for learning√ Differentiation/inclusion√ Homework√ High challenge, expectations√ Subject Knowledge

etc!

Poor lesson planningX Create a mask with cardboard

X Observe pupils/ask them . . .

X Differentiation by outcome

X Tell pupils to get into groups

X Discuss gymnastic sequence with pupils

Lesson Observation Notes

Ongoing Assessment of evidence for the

Standards

Unproductive lesson observations…

• Have no particular Standards/target focus• Make generic statements e.g. ‘pupils seemed to

enjoy the lesson; you need to watch behaviour; brilliant lesson – couldn’t fault it’

• Have no record of specific evidence against the Standards e.g. ‘good subject knowledge; good relationship with pupils’ (See Observer’s Card)

• Do not give SMART targets against the Standards e.g. ‘improve pupil behaviour; focus more on differentiation’

• Do not use the outstanding, good satisfactory criteria

• Focus unduly on trainee teaching at the expense of pupil learning

The focus of lesson observations should emerge from the PRD/weekly seminar and

feedback into this cycle

Standards/targetsEmerging from Lesson Observation

Evidence forProgressReview Diary/Seminar

Improvement inteaching and learning

Focused observation

The Progress Review Diary should not

• Have the same targets/Standards focused upon week after week

• Have general statements e.g. ‘must work on pupil behaviour’

• Neglect the Subject Knowledge audit

• Be completed by the mentor except for Cause for concern– partly completed prior to meeting by trainee then finalised afterwards

The trainee collects, logs and organises evidence for the Standards – University College Tutors then decide whether this is sufficient and/or good enough to meet a Standard

Q31 Promoting Good Behaviour

‘Establish a clear framework for classroom discipline to manage learners’ behaviour constructively and promote their self-control and independence’

Evidence for Q31 from lesson planning e.g.

- Choice of curriculum content- Strategies for differentiation- Approach to grouping pupils

Evidence for Q31 from Lesson Observation Notes

- Setting and maintaining high expectations

- Using praise and encouragement

- Asking carefully formulated questions

- Strategies used to ensure pupils are on task

Evidence Portfolio/Indicative FileList of specific documents: CV & Pre-course Tasks Assignment Evidence Booklet and Audits Summative Reports Progress Review Diary Indicative File – Reflective Journey to

highlight progression(See Handout on Learning Space)

Monitoring trainee progress towards the

Standards

University College Tutors need weekly feedback (Weekly Progress Report) of:

- Numbers of written observations- Targets- Attended SM Seminar- Attended GPS Seminar

This should look like: (see LS)

DateWk beginning

No of LessonObs

Targets with Standards

GPS session

Mentor session

Cause for Concern

1st March

8th March

15th March

If not:

A letter sent to trainees, and a copy to Professional Tutors/Subject Mentors!

Timetables:- Classes/ability/progress towards full

balance of solo teaching- Balance of focused observation and

scaffolded support teaching- Times of lessons- which week is which (e.g. A or B)- Rooms/teachersURGENT need to arrange visits and

have accurate information. Must let us know of changes asap

University College Tutor visits

• One visit to establish and monitor progress

• Second visit to assess progress in relation to QTS

• Additional visits for those trainees who need it

• Tutorial for all trainees on University College Days

When we visit . . .• Ideally 2 lessons across 2 key

stages• Require joint observation with

Subject Mentor/classroom teacher

• Want a copy of the lesson plan/ preceding lesson plan/resources used/relevant assessment/SEN data

University College Tutor will look at

• LONs with the targets/Standards completed

• Teaching Practice File

• Evidence File with Standards booklet, SK Audit

Trainee Absence from School

• Acceptable for interviews – but permission and work sent in

• Illness – over 5 working days – medical certificate (ITT Office) and work sent in

• Illness – phone ITT office first day of illness and date of return

• School and Marjon will log absence• All references ask for details of trainee

attendance, punctuality & number of days absent!

References – keep us informed re applications

• One reference from University College, one from School

• The Dean, Dr Ian Luke, as the referee, but written by University College Tutor

Monitoring Trainee Progress Against the

Standards

• Placement A – Additional Support/Cause for Concern or Special Considerations

• Placement B, Cause for Concern/At Risk

Action Plan SMART targets Additional monitoring /support

Success or Withdrawal

Ofsted• We expect Ofsted to drop in for a chat!• This will affect some but not all of the schools

or trainees. You will be notified and have the opportunity to discuss what is expected.

• This will be excellent experience in preparedness for your future job as teachers have to be ready -so shall you be.

• Remember our grading is your grading and although we know how good we all are it is

important that Ofsted think so too- as will future employers!

University College Dates

Essential Days back with us • allows for tutorials, review &

assessment of paperwork• Chance to catch up with group• Information on CEDP,

Evidence Booklet and Indicative File

• Post Grad Professional Dev.

Assignment Info• Assignment submitted and marked• Moderation May 12th

• Resit (fee) allowed if one assignment fails at H or M Level but marked to 40/50 not M or merit/distinction

• Can be submitted before official date from Registry but can only be conferred at Sept Exam Board

The final assessment (PG)

Early June Recommendation of Pass/Fail

10% seen by External Examiners on 21st & 22nd June

23rd June Subject Examination Board

29th June Progress Award Board

CelebrationsGraduation ceremony for

Secondary and Primary PGCE trainees16th July 2010

Details to follow

And finallyLibrary returnsCheck your e-mails

Library returns must be before the course ends - date notified by Library.

Remember Look at

Learning SpaceOr else!

P.S. Good Luck and KIT