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CLASS MENTOR BRIEFING 2014-15 CORINNE WOODFINE – PARTNERSHIP CO-ORDINATOR PHIL WRIGHT – PGCE COHORT LEADER.

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Presentation on theme: "CLASS MENTOR BRIEFING 2014-15 CORINNE WOODFINE – PARTNERSHIP CO-ORDINATOR PHIL WRIGHT – PGCE COHORT LEADER."— Presentation transcript:

1 CLASS MENTOR BRIEFING CORINNE WOODFINE – PARTNERSHIP CO-ORDINATOR PHIL WRIGHT – PGCE COHORT LEADER

2 INTENDED OUTCOMES FOR THE STUDENTS To have experience of observing teaching across at least 2 age phases To have experience of independently teaching and planning sequences of lessons in numeracy, literacy, science and at least one foundation subject To understand how assessment fits into the planning and teaching cycle To be confident in teaching whole class lessons independently To have evidence in your PDR of meeting the Teaching Standards Engage with the completion of workbooks on phonics/reading, managing pupil behaviour To complete tasks: core tasks, child study/profile Additional information for this and other placements is found at:

3 THE HEADLINES – PG CORE ROUTE Summary Page 28 Week 1 - Early Reading and Phonics (w/b 6 th October) Week Building up teaching to 60% - mainly Core (starting 20 th October) Week – Maintain 60% This involves – planning, teaching and assessing (marking and keeping records) - doing what teachers do And gradually …. the rest of it – See Appendix 1 Tasks Contextual Analysis Key Issues and Targets Child Study Phonics & Numeracy tasks - KS1 &/or KS2 Managing Pupils Behaviour Plan, teach and be observed teaching Early Maths (Foundation to Year 6) Keep a Weekly Review

4 TARGET SETTING AND REFLECTION Students should have begun to identify initial targets at the outset of the placement through their PDR tutorials As the student gets feedback from their teaching and engagement with the placement, these will also feed into the target setting process They should also identify some Key Issues which they need to work on that specifically relate to this school. Eg.mixed age classes, Pupils with EAL, using the outside classroom (HB p. 11) The student should be reflecting on their progress on a weekly basis

5 CHILD/PUPIL PROFILE It is suggested that you ask the class teacher to help you identify a child for this The purpose is for you to look in depth at the learning and achievement of a particular child You need to look to see how teaching and learning enables this child to learn. You might like to select a child with SEN but this is not a requirement. The study will help you look in more detail about a particular child.

6 WEEKLY REVIEW – STUDENTS NEED TO... At the end of each week review their progress. Show what they have achieved Evaluate their successes and areas of difficulty. Return to their targets and key issues Share this with you (class mentor) as a point of discussion. Try to set up at least one meeting with you (class mentor) each week when you can talk about your progress.

7 PROCESS OF ASSESSMENT Key strands: Record of lesson observations – RoLOs Using feedback to help the student move forward following assessment Using the grading criteria throughout the placement Interim reports Final report

8 ROLOS (RECORD OF LESSON OBSERVATIONS) Who? What? Why? Where? When? How?

9 FORMAL FEED-BACK As soon as possible; verbal and written feedback. Identify 1-2 points to discuss with specific advice and short summary of any minor points. Summary ‘what next’ and discuss what student has learnt. Agree future targets using grading criteria with suggestions of how to achieve them. Make targets direct and specific with timescales.

10 THE GRADING CRITERIA To be used formatively and summatively. Helps provide student and Class Mentor with a structure to base discussions of progress around. Highlight where student and class mentor believe them to be ‘working at’ at least twice over the placement. Use the highlighted grading criteria to inform Interim and Final Reports.

11 SBT REPORT Used this year for both PG1 and PG Final placements to measure progression Context section to provide mentors with more information of previous experiences Indicate highlight colour used for each assessment point over the year Targets need to have Standards referenced

12 INTERIM REPORT University Tutor visit w/b 24 th November 2014 Joint observation by the University SBT Tutor and the Class Mentor (class teacher) or Mentor – usually about 20 mins of the lesson followed by a discussion between the observers Review of the student’s files, Professional Training and Development Handbooks and tasks Discussion of the draft Interim Report Agreeing grades for the student Feedback to the student by the SBT tutor NB: Please ensure that the agreed Interim Report is ed to the SBT Tutor and the Placements Office as soon as possible after the Interim visit but no later than 1 st December ‘14

13 FINAL REPORT University Tutor visit w/b 12 th January 2015 for Core PG students w/b 26 th January 2015 for SD PG students No observation at this visit Review of the student’s files, Professional Training and Development Handbooks and tasks, with particular note of progress and evidence of progression since the Interim Discussion of the draft Final Report Agreeing grades for the student Feedback to the student by the SBT tutor If student has not progressed in a section leave interim colour. NB: Please ensure that the agreed Final Report is ed to the SBT tutor and the Placements Office as soon as possible after the Final visit but no later than 23 rd January ‘15

14 GRADING STUDENTS Grade 1 Profile student: 4 or more Grade 1s which must include: Professional Practice - Teaching at Grade 1. No Grade 3s Grade 2 Profile student: 4 or more Grade 2s which must include: Professional Practice - Teaching at Grade 1 or 2 Grade 3 Profile student: A Grade 3 in Teaching is a Grade 3 overall 4 or more grade 3s is a Grade 3 overall Fail Profile Student: Grade 4 in ONE or more elements In a situation where a student has a varied profile across the grades, a professional discussion will inform and determine the overall outcome

15 REQUIRES IMPROVEMENT-GRADE 3 Pro forma to be used (found on Partnership website) to support students. Written by University Tutor and mentor(s) Clear SMART targets needed to indicate how the student will be supported with improvement. Follow up support offered during University sessions

16 AT RISK OF INTERIM Inform University as soon as possible if you have concerns, do not wait until Interim. Extra support from University Tutor. Let the student know of concerns; evidenced by RoLos. Clear audit trail of RoLos: evidence areas of concern identified, targets set and monitored. ‘At Risk’ proforma MUST be completed by University Tutor, Class Mentor with student present at Interim. Set clear targets, action points with timescales. Extra visit to support student by University Tutor after Interim and Senior Moderator visit.

17 PLANNING AND TEACHING Work with groups and individuals using the teachers’ planning initially Move on to planning for groups/part of the lesson Whole class planning (supported by the teacher) Independently planning (using the school’s medium term/unit plans) Work towards teaching 60% by Interim (mix of whole class and groups but adjusting the balance of this as the placement progresses)

18 PHONICS AND MATHEMATICS TASKS Students will have been briefed about tasks related to these core areas –presented and completed in purposely designed booklets Phonics tasks will take place in the week beginning 29 th September – School Direct route students 6 th October – PG Core route students Counting and calculation tasks to be negotiated

19 ANY OTHER QUESTIONS – PG Core Cohort Leader – Crewe – PG Core Cohort Leader - Manchester – PG SD Cohort Leader ( /5065/5172) Website has proformas of all SBT documentation and examples of RoLo, report and ‘Requires Improvement’ and ‘At Risk' Proforma

20 BEING A MENTOR Is this how you feel..? About the take chance on developing and supporting a new colleague into the profession About to take the plunge!!


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