PGCE Primary Full Time SE1 and SE2 Placements

Aims of this briefing meeting  Know about the changes made to documentation for  Be aware of the planned progression of school experiences for PGCE student teachers  Know of the preparation that student teachers receive from the university  Know what is expected of student teachers during serial days and block placements

Changes to SE documentation ‘Trainee’ now referred to as ‘Student Teacher’ Grading for appraisals A (outstanding), B (good), C (satisfactory), D (below standard) Generic Handbook to cover all school placements Specific Handbook for individual school placements

Role of staff SE1 & SE2 Director- Jenny Carpenter Administration Assistant- Darryl Pearson School Partnership Officer- Nicola Thompson Link Tutor- regular contact and support for mentor School-based mentor- formal appraisals and checking of planning External mentor- formal appraisals and checking of planning

The Full Time Primary PGCE Programme 38 weeks Intensive course Three key placements to develop their skills in learning to be a teacher: SE1, SE2, SE3 Experiential placements in a nursery and a diverse school (in groups) to complement these experiences Modules in the core subjects, foundation subjects and two professional studies modules (at Masters Level)

The Full Time Primary PGCE Programme

SE1, SE2 and SE3 Placements SE1 and SE2 occur in the same school Usually two student teachers in the school in a different Key Stage to each other Student teachers then swap classes for their SE2 placement Student teachers are able to make a smooth transition because they are already familiar with the school setting Student teachers can settle into and contribute to the wider school life more quickly SE3 placement in a different school and in the same Key Stage as SE1

This year’s cohort 133 students 47 choosing Foundation Stage/Key Stage 1 86 choosing Key Stages 1 & 2 21% male 30% over the age of 25 (10% over the age of 30) A range of first degrees and experience All have some prior experience in schools and/or Early Years settings All have completed five days in two settings during early September with university-based tasks

Learning to become a teacher Early idealism Personal survival Dealing with difficulties Hitting a plateau Moving on Furlong, J & Maynard, T (1995) Mentoring Student Teachers. Routledge

The Continuum of Experience

SE1 Placement Aims Establish a presence in the classroom Use body language and voice appropriately Manage a class and give instructions Deliver foundation subject/cross curricular lessons* from the teacher’s objectives or ELGs * Some student teachers may be confident in teaching core subjects (based upon their previous experience)

SE1 Expectations Use lesson objectives from the teacher’s planning Teach at least 5 whole class sessions and at least 5 focus group activities Write a session plan or focus group sheet for every taught session Evaluate each session in terms of children's progress and the impact of their teaching and discuss this with the teacher Assist the teacher in other lessons

SE1 assessment of student teachers Two whole class appraisals (one each week) using a simplified appraisal sheet linked to the SE1 aims Appraisals can be carried out by the mentor, external mentor or the class teacher Ongoing informal feedback from class teacher Interim Report at the end of SE1 completed by the mentor or external mentor in discussion with the student teacher and class teacher No summative grade or pass/fail at this stage All student teachers will be expected to progress to SE2 Significant targets will be followed up in university with specific support

SE1 dates Five serial days 10 th, 11 th, 19 th, 20 th, 21 st October Two week block 31 st October – 11 th November inclusive

SE2 dates Five serial days 1 st, 2 nd, 5 th, 6 th December th January 2012 Five week block 9 th January – 10 th February inclusive

SE2 Placement Aims Aims from SE1 (new Key Stage and new class in most instances) To work alongside the class teacher and individually, with increasing and sustained competence Develop planning, teaching, monitoring and assessing skills in core and foundation subjects To contribute to the wider life of the school To carry out data collection for their Masters level research project

SE2 Expectations Write medium term plans, weekly plans as well as session plans, using their own ideas when appropriate Teach 40% of the week from week 1, rising to 70% by week 5 Evaluate each session in terms of children's progress and the impact of their teaching Trial various ways of recording children’s progress Assist the teacher in other sessions 10% PPA and 10% CPD time

SE2 assessment of student teachers Four whole class appraisals using the YSJ QTS Standards-related appraisal sheet Appraisals must be carried out by the mentor or external mentor only Ongoing informal feedback from class teacher Interim Report half way through the block (25 th January) completed by the mentor or external mentor in discussion with the student teacher and class teacher A summative grade and pass/fail at the end of the placement through the triangulation process

Preparation for Student Teachers Three briefings before SE1: Introduction to documentation and the expectations of the placement Roles of people involved in school placements One briefing before the SE2 block Debriefing from SE1 and academic tutor follow-up tutorial Expectations of the SE2 placement and links to the Continuum of Experience

Student Teacher files Teaching File Planning and Evidence File (more likely to be used in SE2) Monitoring and Assessment File Standards File Student teachers are expected to have their files organised and ready at the start of the first SE1 serial day. These files must be made available for mentors and external mentors to check at any time.

QTS Standards and OfSTED ITE Grading Guidance These complement each other but are not to be compared QTS Standards have to be met in order to gain QTS Standards can be signed off as ‘met’ if student teachers achieve a grade of ‘C’ or above in lesson appraisals OfSTED ITE Grading Guidance is different to the criteria used by inspection teams to grade experienced and fully qualified teachers The OfSTED Grading Guidance is used to present an overall ‘rounded picture’ of the student teacher and give a summative grade at the end of SE2 and SE3

Any further questions? Darryl Pearson: Nicola Thompson: