1. Professional Mentor Meeting October 2013 9 th October (UW) 9 th October (Ludlow) 9 th October (South Bromsgrove)

2. The year ahead New Course Leader New subject route – Computer Science Additional new staff (Louise Beattie and Yvonne Cashmore) Improvements to the course documentation Move towards observations from the viewpoint of the learner (more on this in a moment) Possible Ofsted inspection Increased School Direct numbers for 2014/15

3. The team at UW Alison Winson (Head of Centre) Jill Jackson (Partnership) Suzanne Lawson (Course Leader) Claire Rowlands (Course administrator) Yvonne Cashmore– Business Studies and Economics Dave Hunt – Computer Science Sue Wood-Griffiths – Design and Technology and Placements Trevor Wright/Louise Beattie– English Simon Butler – History Jane Moreton – Maths Isabelle Schäfer – Modern Languages Sue Howarth, *Phil Collins, *Linda Scott – Science Kerry Whitehouse – PE Judy Miller – Psychology

4. How is it going? Some initial feedback… Placements The trainees Length of induction (7 days whole school – back in uni for a week then 8 days in subjects) Induction tasks and programme in school Any questions about placement 1? Please make sure trainees have a timetable before they next Wednesday

5. Improvements that we have made All handbooks (including the mentor handbook) have been updated – provided on CD and from the end of September will be on the partnership website (this will replace the CD in the future) http://www.worcester.ac.uk/discover.html

6. Improvements that we have made... Trainees will now teach 6 solo lessons in placement 1 (6.4 pp27 and 7.4 pp33) Induction booklet and an extended induction period which is divided into phase 1 (whole school induction) and phase 2 (subject induction) (6.4 pp26) Lesson planning – the course has developed a generic lesson planning template that individual subjects have adapted to address pedagogic issues within subjects (6.6 pp31) Lesson observation form – The form has been adapted so that the focus is on pupil progress rather than the actions of the trainee. For this purpose the questions on the Teachers’ Standards prompt sheet (see attached) are intended to help the trainee to reflect on the impact that teaching has had on pupil progress (7.2 pp40) Tutor visit form – this has been amended to provide a QA checklist Assignments – these have been streamlined – (8.1 pp44) The trainee will maintain a 50% timetable throughout placement two (6.4 pp30 and 7.4 pp33)

7. The Induction Tasks 1a* - Professional values and attributes 1b – The school profile 1c - Safeguarding and pupils’ well-being 1d* - Meeting individual needs 1e* – Teaching Styles Task 2a* – Behaviour for learning Task 2b* – The nature of good teaching

8. Lesson Planning

9. Watch the video and follow the instructions

10. Focus on learning ‘Some people have strong views on what they consider good teaching to be but this can be dangerous in observation. It is important to concentrate on the progress the pupils make before judging the effectiveness of the teaching.’ (ldr Magazine, Autumn 2012, National College)

11. Observing from the point of view of the learner 1.How well does the structure of the lesson, as evident in both planning and teaching, promote learning? 2.Are pupils sufficiently challenged and engaged given their prior skills, knowledge and understanding? 3.Do pupils understand what they are being asked to do in every stage of the lesson? 4.Do pupils have opportunities and means to indicate their understanding (or lack) of the concepts being introduced? 5.Do pupils improve their understanding as a result of detailed and accurate feedback on their learning? 6.Are pupils who are having difficulty supported to help them understand? 7.How well is the pupil’s subject knowledge developed in terms of knowledge, skills and understanding? 8.Is the management of the pupil’s behaviour effective to ensure that they make progress in a safe and secure environment?

12. In the feedback please refer to the Teachers’ Standards as applicable.

13. How do you track your progress?

15. Feedback or one-to-one dialogue? ‘Feedback’ is not an ideal term: it sounds like the teacher will be the passive recipient of your opinions. Post-observation discussion more accurately conveys what should happen.’ (ldr Magazine, Autumn 2012, National College)

16. Assignment 1 In light of early teaching experiences and reading how could current teaching pedagogies and key theories on learning be applied in the classroom to promote effective learning? Having considered this question how will this inform your future work in school? They have been extensively briefed on this assignment but they might ask you how you use educational theory to inform your teaching. Don’t worry if you’ve forgotten they should be able to spot it for themselves!

17. Assignment 2 (this assignment is now in the Spring term) ‘What are the features of effective planning, teaching and learning in your subject?’ Discuss what you have learnt for your future work as a subject specialist. Subject tutors will have specific requirements for this assignment and will give direct support and additional guidance in subject sessions.

18. Assignment 3 – Professional Studies Tasks TWO compulsory tasks before Christmas Identify a critical behaviour incident involving a pupil you have observed or taught. Reflect on the whole school policy and/or practice regarding behaviour. Compare and contrast the policy with your reading to demonstrate an understanding of practice in relation to theory. Comment on the impact this review will have on your own professional development and future practice. Identify a pupil who has either a special education need, and/or of high ability, has English as a second language or a disability. Briefly outline any school policy and/or practice on inclusion. Compare and contrast the policy with your reading to demonstrate an understanding of practice in relation to theory. Comment on the impact this review will have on your own professional development and future practice. ONE additional task in March 1 2

19. The additional tasks Follow the same format but focus on critical incidents/school policy relating to: Extra curricular activities Communication with parents and carers Bullying E safety Pastoral care Marking and feedback Health and safety Attendance

20. Professional Studies Sessions in School Please can you send Claire your programme it should include: Sharing school expectations, professional values and introductions to key people The school profile – including issues such as catchment areas, the School Dashboard, Ofsted reports and free school meals/pupil premium. Safeguarding and well-being – including key staff and trainee’s responsibilities. Meeting of individual needs including SEND (the role of the SENCo), EAL and G&T. Teaching styles – different styles of teaching and the quality of learning. Behaviour for learning – use of praise, rewards and sanctions. The school’s behaviour policy and related systems. New and innovative curriculum developments in the school. Assessment processes including formative and summative approaches.

21. National Priorities SEND (inc G & T) EAL Literacy/Phonics Behaviour  ‘Trainee teachers need better training in managing pupils’ behaviour and ensuring discipline according to Charlie Taylor, the Government’s Expert Adviser on behaviour.’ Preparing for a new curriculum in 2014 Post 16 subject teaching

22. Changes for 13/14 Bursaries – yet to be announced New application process

23. Next meeting The focus will be providing one-to-one discussions and reflections (not feedback!) with the learner from the view point of the learner Meeting 2 SPRING 4 th February 2014 4.30 – 6.00 UW 4 th February 2014 4.30 – 6.30 Ludlow School 4 th February 2014 4.30 – 6.30 South Bromsgrove School