B.Ed Yr 2 School Experience – Stage 1 Lecture – Nov 2017 Dave Goodger Module Tutor BE5001 dgoodger@glos.ac.uk 07806 617154

Stage I School Experience 30 November & 1 December, 7-8, 11-15 December; 8-26 January Year 2 placement Year 1 placement experience Building on skills from Year 1(majority of students considered good or very good by moderators in Year 1) Developing new skills Students usually paired in class to provide peer support (Stage I only) - paired students see Handbook for generic guidance

School Experience Handbooks Documents for mentors are on elearn http://elearn.glos.ac.uk Generic intro (online only) BEd Year 2 section in hardcopy for mentors and electronically for Students on Moodle Forms and support documents also on Moodle Please read all sections carefully! Planning & Assessment Guidance separate online Docs on Moodle (for students) and elearn (for mentors) http://elearn.glos.ac.uk All mentors will be sent a username and password Username: itementor2017 Password: itementor887

Overview of BEd 2 Placements Stage I and II: in different Key Stages (FS/KS1 or KS1/2) serial attachment days & block assessment points at end of each stage May be same or different school / setting; in most cases it will be a different Key Stage. 2 Link Tutor visits per stage A professional approach must be adopted at all times

Year 2 School Experience Focused Observation Developing a Teacher Identity Working collaboratively Planning and Teaching for learning Evaluating and reflecting on practice Establishing a positive classroom environment

Stage I Week by week guidance provided - flexible (see handbook) University Lesson planning format to be used Lesson plans and evaluations needed for every planned session – groups and whole class Weekly evaluations against the Teachers’ Standards to begin 11th December Observations of learning informing teaching Pupil profiles of 3 pupils with 1 focus child that you feedback to class teacher/mentor about at the end of placement 50% teaching by end of block (whole class and groups) – no ‘non-contact’ time *****Regular meetings with mentor*****

The ‘other’ 50% School-based tasks Observe the Class Teacher Observe teaching in another class Observe partner & give feedback (towards the end of serial days and during block) Observe pupils Work collaboratively with teacher & partner Admin tasks e.g. register, morning welcome School-based tasks School-based tasks

Weekly Guidance Opportunities for collaborative and independent planning, teaching and evaluating Lone teaching in class – when appropriate Peer observations and feedback Link Tutor visits 2 observations of your teaching by your Mentor Meetings with Mentor – try to establish a regular time School Based Tasks (Moodle) (Individually placed students to seek guidance if unsure)

Weekly evaluations

Weekly evaluations

Weekly evaluations

Teaching across the curriculum All Stage I students should have opportunities to observe, plan, teach and evaluate in at least the following areas:

Teaching across the curriculum Where possible… Students are not required to write Medium Term Plans but should have access to these to read during Christmas break in order to be fully prepared for 3 week block

School-based tasks English, Mathematics, Science Outlined on Moodle – ‘Essential’ and ‘Desirable’ Essential to negotiate a schedule for their completion and note in School Experience File ‘Essential’ – ask school to ‘sign off’ Flexibility required ! (e.g. arrange visits to other classes/yr groups) Details in handbook. Also covered in subject sessions.

Assessment of pupils

Target child study Identify 3 children during first 2 days Discuss focus children with teacher & other relevant adults Observe and support their learning across the curriculum and in social situations Keep dated notes Collate observations on profile children Discuss and analyse observations with class teacher (and paired partner if on paired placement)

Profile pupils

Support for students Class teacher Student mentor Head teacher Link Tutor Personal Tutor Partner student Jane Moore /Dave Goodger / Russ Shalofsky / Emma Howell Friends / family / peer group Immediate point of contact for information is your Link Tutor.

Support and Intervention If a student is struggling on placement, a 2-step intervention will be put in place. Step 1 – Support Intervention Plan. Can be instigated by the Mentor and/or Link Tutor. Identifies concerns and suggests support and intervention strategies that could be acted upon. (Student needs to be proactive in responding to this) Step 2 – Cause for Concern. Is instigated by the Mentor /Link Tutor if there is concern about students meeting requirements to pass the placement. University staff are fully informed and involved. Identifies Standards that are weaker. Targets are set and a review date. .

Link Tutor Uni-based or contracted members of staff 2 scheduled visits each at Stage I to observe (20-30 mins), support and give feedback Regular point of contact via email or phone Will offer support, guidance and advice to student and school Will jointly assess student with school at the end of the placement. All judgements need to be evidence-based. (Students need to ensure that they are collating evidence through School Experience Files and PDP)

Assessment of students 2 formal observations with written feedback from school staff 2 formal observations with written feedback from Link Tutor Concerns - should be raised quickly and made clear to student and Link Tutor asap. Interventions can then be put in place. School report graded against the Teacher’s Standards Level Descriptors. Report – hard copy shared with student before last day and e-mailed to Link Tutors for comments.

Formal observations with written feedback Observation of student teaching using Form 2 – Formal lesson observation and review Minimum of 4 formal observations - ideally: Phonics/early reading Mathematics Non-core strength Other as appropriate Feedback will identify strengths and areas for development + 1 other subject

Formal Lesson Observation and Review (Form 2)

Self-evaluation Informal feedback – from staff, tutors, partner and children Formal feedback – oral and written Lesson & weekly evaluations Level Descriptors for Stage I (On Moodle) Each of these elements contributes to evidencing progress for final report grades. Challenging targets should be set and reviewed throughout the placement in order to maximise outcomes for students and so enhance impact on pupil progression

Final Report (Form 1)

Progress through the placement Importance of regular review meetings Precise targets Tracking progress against the Level Descriptors Informing student and Link Tutor of any concerns as soon as possible Possible moderation visit Progression board (University) to check on student’s readiness to undertake Stage 2 later in the year.

The underpinning model of assessment Identify evidence of pupils’ progress over time What difference has teaching made? Why? Review and identify precise short and longer term targets Map to TS grade descriptors to identify quality of teaching Identify areas of strength and development for the trainee

Preparing for school Letter of introduction addressed to head teacher School will have been sent confirmation that you have been DBS cleared, but you should have photo ID to show. 2 professional files needed (File structure info on Moodle): ‘Main’ file – school info, feedback, plans, evaluations, observations, assessments ‘Supporting’ file – SBTs, observations of teaching, school MTPs, resource ideas PDP – BEd Year 1 evidence, including SE reports (share with mentor. Targets for Stage I Review lecture notes and SE handbooks.

The first few days….. Share introductory letter and photo ID with head teacher / Admin Think about first impressions! Find out about: Names – staff, pupils, groups, classes & identify focus pupil Timetable Overview of work planned / topic Arrange time to talk with Class Teacher / Mentor to schedule SBTs Work on Context for teaching document (Form 7)

Absence from school Absence from school – ensure that; All fellow travellers are aware of absence Module Tutor School Link Tutor .

School closures ‘Extended’ Xmas holidays INSET (please attend where permitted) Strike Snow Ensure Uni timetable is available in order to plan additional days & inform Partnership office and Link Tutor.

Key Contacts Link Tutor Jane Moore (Partnership co-ordinator) jmoore@glos.ac.uk Russ Shalofsky (Yr2 Leader) rshalofsky@glos.ac.uk Emma Howell (Course Leader) ehowell@glos.ac.uk Module Tutor – Dave Goodger dgoodger@glos.ac.uk Partnership Office – Kate Mahaffy and Rachel Bashford (primaryplacements@glos.ac.uk)

Finally, remember….