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Summer Placement PGCE Summer Placement “An outstanding partnership for outstanding learner outcomes: working together to develop and support confident,

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Presentation on theme: "Summer Placement PGCE Summer Placement “An outstanding partnership for outstanding learner outcomes: working together to develop and support confident,"— Presentation transcript:

1 Summer Placement PGCE Summer Placement “An outstanding partnership for outstanding learner outcomes: working together to develop and support confident, creative, knowledgeable and reflective teachers”. Year 3 Summer Placement PGCE Summer Placement Mentors’ Meeting March 2014

2 Key Dates 24 March – 13 June (excluding Easter and half-term dates). Induction week 24 – 18 March 31 March – 26 June (excluding Easter and half-term dates). Induction week 31 March – 4 April Yr 3 Partnership Meetings: Tuesday 6 May, 9.15am at Malton CP School or SSE room WO pm Wednesday 7 May, 1.30 pm (Hull Campus, Derwent Seminar Room 4 – 4a) Thursday 8 May, 1.30 pm (Saltburn Primary School)

3 Key Dates cont’d PGCE Partnership Meetings: Tuesday 3 June, 9.15am at Malton CP School or SSE room C pm Wednesday 4 June, 1.30 pm (Hull Campus, Derwent Seminar Room 4)

4 People and their Roles Programme Director –Sue Pierce School Experience Coordinator – Kay Fraser Partnership Coordinator – Cecily Simpson Schools Liaison Officer – Kim Metcalfe Placement Tutors Mentor Class Teacher Partnership Area Tutors (PATs): Sarah Teasdale Suzi Storr Theresa Brentnall Bernadette Cooley Full contact details in handbook

5 Website Google – Hull University Primary Partnership Handbook – conduct and absence, key details Contact details Dates Documents Website

6 Student Preparation for Placement Key Priority Areas – Behaviour management/Maths/EAL toolkit/PE/National Curriculum/ Maths- APP/Level descriptors/I can statements Have had training in how to write own targets MUST share pen portrait and initial targets with you on 1 st day

7 Induction Week Students have pre-placement checklist School Routines and Policies School staff Children (names, levels of ability, individual needs, SEN, approaches for assessing and recording) Class Environment Curriculum, Timetable and Teaching (school’s approach, broad content, arrangements for any shared teaching, resources, visits or visitors during placement) Agree teaching timetable for the first week

8 Files University file (blue) – record of supervision and mentoring/TPDP/completed observation proformas/blank forms Planning file – School information/wider professional activities/weekly dividers – timetable; planning; daily diary; weekly evaluations Monitoring and assessment – weekly sections/formative assessment records/formative assessment notes/examples of children’s work/end of year report

9 Teaching Commitment FLEXIBILITY – dependent on student’s development and/or school needs. PERSONALISED placement PGCE flexibility as going into new key stage 2 x ½ days PPA (in school) Need to negotiate if going back into same phase and need to complete parts for standards e.g. visit KS1 to complete phonics expectations During week 1 agree teaching load for remainder of placement towards 70-75% Guide – % by week 3 BUT BE FLEXIBLE, need sustained period, quality rather than quantity Take into account targets from previous placement

10 Assessments Details in handbook on website Improved clarity p.15 Handbook (Exemplars for the trainees on ebridge) Each day Formative assessment records for Literacy and Maths One piece of evidence to be collected from each lesson (annotated, describes in detail LO, progress made, child’s voice, next steps) ‘Post its’ (or similar) to note down observations about learning or behaviour Each week Detailed summary of learning using formative and pastoral notes Update children’s targets and set new, share with children

11 Assessment cont’d During placement Formatively assess progress in Science and Foundation subjects taught using school’s approach Write an end of year report (with guidance from CT)

12 Weekly Meeting Crucial – this is students ENTITLEMENT and there is FUNDING Agree when and where with trainee at start. Trainee to take lead in negotiating Private, uninterrupted, appropriate length of time Work through TDP section of the TPDP Look at one/two standards each week in detail (may refer to others). Students MUST be told their grades for each standard at each review point. Weekly evaluation form – complete and sign with trainee Trainee talk/discussion Questions

13 Student Evaluations Lesson Evaluations : Analytical evaluation of each lesson – own learning and children’s (details handbook p. 15) Weekly Evaluation : Discuss progress made towards standards in weekly meeting and set targets based on this Review targets each week Consider impact of actions over the week Critically reflect on Standard 7 : Log behaviour issues and strategies to address, set targets when appropriate

14 Placement Tutor Visits Visit March – 11 April/Visit 1 – 31 March-25 April - initial visit, touch base with mentor to clarify focus for observation, min observation, feedback and grade Visit 2 – 28 April – 2 May/6 May – 9 May - Review point A - Joint observation hrs - grades given Visit 3 – 19 May – 6 June/2 June – 13 June - Review point B hrs - grade given - check TDP process - this may be moved closer to TDP if required

15 Observations and Grades Mentor – weekly formal observations except when placement tutor observes – 1 joint at Review point A - if mentor busy could be done by CT Review Point A – week ending 2 May, 9 th May (Grades to be discussed with and sent to Placement Tutors not Partnership Office) Partnership Meeting – 6 May, 3 June (funding reduced by £95 if not attend) Review Point B – week ending 23 May, 6 June (Grades to be sent to Placement Tutors not Partnership Office) Final Grades – by 11 June (10 am), 24 June to Placement Tutors Observation grid – to support observations, on website. Been a valuable tool – please download and use during observations. You could use phrases on the observation form Helpful if CT can do informal observations – oral feedback or notes

16 Targets SMART (Specific, Measurable, Agreed, Realistic, Time bound) Referenced to Standards Lack of experience in any area does not mean a grade 4 Final targets to be completed by Personal Supervisor after placement finished Personal tutors will use information received to set targets. Placement tutors and mentors could write possible targets on post it notes and place on the student’s TDP Support material (NASBT and UCETT) guidance on web page

17 Issues Inform – early as possible, informal chat better than leaving it Need to know early if Grade 3,4 - inform PT who will inform SEC. Discuss with Personal Tutor/Placement Tutor School Experience Coordinator alerted Action taken – Placement Tutor in communication with the School Experience coordinator(s) If any changes to mentor – illness etc, please arrange for someone from your school to inform us Dress code – please talk to the student if dress is inappropriate e.g. skirts too short. Give stage 1 if don’t comply

18 Finally… NQTs – any University of Hull NQTs in your school? Thank you for all your support!


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