1. SECONDARY ITT Block Placement B

2. Observation balanced with the onset of teaching... Observe the classes you are going to teach – 24 th 25 th & 26 th Feb, 1st 2 nd & 3 rd March Teaching starts from THURSDAY 4 th MARCH Placement B Preparation Check List due in to University College Tutors on FRIDAY 5th MARCH

3. 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

4. Scaffolded, support teaching is: √ Team Teaching √ Joint planning, teaching √Responsibility for discrete parts of the lesson, sharing/collaboration

5. 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

6. 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.

7. ... 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.

8. 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

9. 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!

10. Poor lesson planning XCreate a mask with cardboard XObserve pupils/ask them... XDifferentiation by outcome X Tell pupils to get into groups X Discuss gymnastic sequence with pupils

11. Lesson Observation Notes Ongoing Assessment of evidence for the Standards

12. 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

13. The focus of lesson observations should emerge from the PRD/weekly seminar and feedback into this cycle Standards/targets Emerging from Lesson Observation Evidence for ProgressReview Diary/Seminar Improvement in teaching and learning Focused observation

14. 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

15. 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

16. Q31 Promoting Good Behaviour ‘ Establish a clear framework for classroom discipline to manage learners’ behaviour constructively and promote their self-control and independence’

17. Evidence for Q31 from lesson planning e.g. - Choice of curriculum content - Strategies for differentiation - Approach to grouping pupils

18. 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

19. Evidence Portfolio/Indicative File List 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)

20. 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

21. This should look like: (see LS) Date Wk beginning No of Lesson Obs Targets with Standards GPS session Mentor session Cause for Concern 1 st March 8 th March 15 th March

22. If not: A letter sent to trainees, and a copy to Professional Tutors/Subject Mentors!

23. 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/teachers URGENT need to arrange visits and have accurate information. Must let us know of changes asap

24. 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

25. 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

26. University College Tutor will look at LONs with the targets/Standards completed Teaching Practice File Evidence File with Standards booklet, SK Audit

27. 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!

28. 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

29. 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

30. 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!

31. 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.

32. Assignment Info Assignment submitted and marked Moderation May 12 th 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

33. The final assessment (PG) Early June Recommendation of Pass/Fail 10% seen by External Examiners on 21 st & 22 nd June 23 rd June Subject Examination Board 29 th June Progress Award Board

34. Celebrations Graduation ceremony for Secondary and Primary PGCE trainees 16 th July 2010 Details to follow

35. And finally Library returns Check your e-mails Library returns must be before the course ends - date notified by Library.

36. Remember Look at Learning Space Or else! P.S. Good Luck and KIT