2 Aims of this briefing meeting Know about the changes made to documentation forBe aware of the planned progression of school experiences for PGCE student teachersKnow of the preparation that student teachers receive from the universityKnow what is expected of student teachers during serial days and block placements
3 Changes to SE documentation 2012-13 Student teachers assessed against the Teachers’ Standards 2012No published OfSTED characteristics however, UCET* and NASBTT* have produced descriptors which can be used in order to grade student teachers summatively at the end of their placements (available in Appendix 1 of the Formative, Diagnostic and Summative Profile and also at*UCET: Universities’ Council for the Education of Teachers*NASBTT: National Association of School Based Teacher Trainers
4 Specific Handbook for individual school placements Guidance for all School Experiences Handbook to cover all school placementsSpecific Handbook for individual school placementsGrading for appraisalsA (outstanding), B (good), C (satisfactory), D (below standard)OfSTED will be looking for student teachers to be graded at good or outstanding.
5 Role of staffSE1 & SE2 Director - Jenny Carpenter Administration Assistant - Darryl Pearson School Partnership Officer - Christine Weeks (to December 2013) Nicola Thompson (from Jan 2013) Link Tutor - regular contact and support for mentor School-based mentor - formal appraisals and checking of or planning External mentor - formal appraisals and checking of planning
6 The Full Time Primary PGCE Programme 38 weeksIntensive courseThree key placements to develop their skills in learning to be a teacher:SE1 (introductory)SE2 (developmental)SE3 (consolidation and extension)Experiential placements in a nursery and a diverse school (in groups) to complement these experiencesModules in the core subjects, foundation subjects and two professional studies modules* (at Masters Level)*Until July 2012 full time, until July 2014 part time due to programme revalidation
8 SE1, SE2 and SE3 Placements SE1 and SE2 occur in the same school Usually two student teachers in the school in a different Key Stage to each otherStudent teachers then swap classes for their SE2 placementStudent teachers are able to make a smooth transition because they are already familiar with the school settingStudent teachers can settle into and contribute to the wider school life more quicklySE3 placement in a different school and in the same Key Stage as SE1
9 University modules Understanding Learning and Teaching (Masters level) Understanding the young learner, learning theories, designing learning, the learning environment, the role of the adults and peersEnglishMathematicsScienceFoundation subjects with a focus on cross-curricular themes, settings other than schools (Enrichment Days)The Emerging ProfessionalIntroduction to educational research, conducting and writing a research project in their chosen area
10 This year’s cohort 147 students 60 choosing Foundation Stage/Key Stage 187 choosing Key Stages 1 & 225% male25% over the age of 35, 71% are 25 years old or youngerA range of first degrees and experienceAll have some prior experience in schools and/or Early Years settingsAll have completed nine experiential days in two settings during early September and completed university-based tasksSome have received a training bursary
11 Learning to become a teacher Early idealismPersonal survivalDealing with difficultiesHitting a plateauMoving onFurlong, J & Maynard, T (1995) Mentoring Student Teachers. Routledge
13 SE1 (introductory) Placement Aims Establish a presence in the classroomUse body language and voice appropriatelyManage a class and give instructionsDeliver foundation subject/cross curricular lessons* from the teacher’s objectives or ELGs* Some student teachers may be confident in teaching core subjects (based upon their previous experience)
14 SE1 Expectations Use lesson objectives from the teacher’s planning Teach at least 5 whole class sessions and at least 5 focus group activitiesWrite a session plan or focus group sheet for every taught sessionEvaluate each session in terms of children's progress and the impact of their teaching and discuss this with the teacherAssist the teacher in other lessonsTime for Professional Development
15 SE1 assessment of student teachers Two whole class appraisals (one each week) using a simplified appraisal sheet linked to the SE1 aimsAppraisals can be carried out by the mentor, external mentor or the class teacherOngoing informal feedback from class teacherInterim Report at the end of SE1 completed by the mentor or external mentor in discussion with the student teacher and class teacherNo summative grade or pass/fail at this stageAll student teachers will be expected to progress to SE2Significant targets will be followed up in university with specific support
16 SE1 dates Half term: 22.10.12 Half term: 29.10.12 Five serial days 22nd – 26th OctoberTwo week block5th – 16th November inclusiveHalf term:Five serial days15th, 16th, 17th October1st, 2nd NovemberTwo week block5th – 16th November inclusive
17 SE2 dates Five serial days Five week block Half term 22nd Feb 29th, 30th November3rd, 4th December7th – 11th January 2013Five week blockHalf term 22nd Feb14th January – 14th February ( 4 days in final week)Half term 11th Feb14th January – 8th February18th – 21st February (4 days)
18 SE2 (developmental) Placement Aims Aims from SE1 (new Key Stage and new class in most instances)To work alongside the class teacher and individually, with increasing and sustained competenceDevelop planning, teaching, monitoring and assessing skills in core and foundation subjectsTo contribute to the wider life of the schoolTo carry out data collection for their Masters level research project
19 SE2 ExpectationsWrite medium term plans, weekly plans as well as session plans, using their own ideas when appropriateTeach 40% of the week from week 1, rising to 70% by week 5Evaluate each session in terms of children's progress and the impact of their teachingTrial various ways of recording children’s progressAssist the teacher in other sessions10% PPA and 10% PD time
20 SE2 assessment of student teachers Four whole class appraisals using the YSJ Standards- related appraisal sheetAppraisals must be carried out by the mentor or external mentor onlyOngoing informal feedback from class teacherInterim Report half way through the block (25th January) completed by the mentor or external mentor in discussion with the student teacher and class teacherA summative grade and pass/fail at the end of the placement through the triangulation process
21 Preparation for student teachers Three briefings before SE1:Introduction to documentation and the expectations of the placementRoles of people involved in school placementsSession planningOne briefing before the SE2 blockDebriefing from SE1 and academic tutor follow-up tutorialExpectations of the SE2 placement and links to the Continuum of Experience
22 Student teacher files Teaching File Planning and Evidence File (more likely to be used in SE2)Monitoring and Assessment FileStandards FileStudent teachers are expected to have their files organised and ready at the start of the first SE1 serial day. These files must be made available for mentors and external mentors to check at any time.
23 Teachers’ StandardsTeachers’ Standards have to be met in order for the university to recommend students for QTS to the Teaching AgencyStandards can be signed off as ‘met’ if student teachers achieve a grade of ‘C’ or above in lesson appraisals
24 Changes to the full time programme from Sept 2013 Government requirement from 90 school- based days to 120 (in line with secondary PGCE)Newly revalidated programme which will include opportunities for specialisms and an international placement(Part time cohort will follow the new programme from February 2014)
25 Any further questions. Darryl Pearson: 01904 876373 d. pearson1@yorksj Any further questions? Darryl Pearson: Christine Weeks: Nicola Thompson (from January 2013: Jenny Carpenter
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