BA Year 2 SBT Briefing for Class Mentors Wednesday, 29 th April 2015 Ben Wye Year 2 Cohort Leader - Crewe Tel Archana Hinduja Year 2 SBT Cohort Leader – Manchester Tel

Other contacts Your student Their University SBT Tutor (student will provide their contact details) Placement Office – All documentation is available from the Partnership website

Your students Year 1 students will have had experience across the primary age ranges and in their final placements will have taught up to 50% whole class or group sessions. Students may have been in groups or pairs within a class and will bring varied experiences. They will share their targets from their year 1 SBT reports with you.

Overview of Placement Key dates: Handbook page 6 Planning and Preparation 1 – week beg. 20 th April 2015 Planning and Preparation 2 (not in school) – week beg. 27 th April 7 week block – 5 th May - 26 th June Interim Report Visit – week beg. 18 th May Students return to university for PDR – Friday, 5 th June Senior Moderator Visits – week beg. 15 th June Final Report Visit – week beg. 22 nd June

What did your mentor do that was most helpful when you were a student? What do you see as your role as a mentor now?

Role of class mentor: To assess, support & challenge the teachers of the future. The class mentor is the teacher of the class in which the student is undertaking their placement. You are the student’s first point of contact and support. You are also central in assessing and setting targets. For further guidance on completing the reports and lesson observations see the primary partnership website This includes a film about the report forms:

Overview of Student Requirements Planning and Preparation Weeks (Handbook p11) Example activities Agreeing timetable, visits to other classes and activities Negotiate student activities and role Negotiate immediate targets and actions with student Block placement (Handbook p12) Students teach 50% by interim and 60% by final report Regular verbal and written assessments Provide opportunities to teach group and whole class Organise visits to other year groups, for example to teach phonics.

Assessment of student progress by class or professional mentor Regular verbal feedback to support the weekly review A lesson observation at least once per week, recorded on the Record of Lesson Observation (RoLO) Written feedback using the weekly Meeting Record Grading in 6 key areas at Interim and Final Reports (Outstanding, Good, Requires Improvement, At Risk / Fail) Make strengths and targets explicit and link to the Standards Evidence from above is used by students to identify targets for their final year.

SBT Report Context section to provide tutors with information for reference writing next year and to assist in allocating students to placements for their final year (breadth of experience etc) Indicate highlight colour used for each assessment point, interim and final Targets need to have Standards referenced Early maths=primary age

An example of the report Yellow- interim; Purple- final

Interim visit University Tutor visit w/b 18 th May 2015 Joint observation by the University SBT Tutor and the Class Mentor (class teacher) or Professional Mentor – usually about 20 mins of the lesson followed by a discussion between the observers Review of the student’s files, Professional Training and Development Handbooks and tasks Discussion of the draft Interim Report Agreeing grades for the student Feedback to the student by the Mentor and SBT tutor NB: Please ensure that the agreed Interim Report is ed to the SBT Tutor and the Placements Office as soon as possible after the Interim visit but no later than 22 nd May 2015

Final visit University Tutor visit w/b 22 nd June 2015 No observation at this visit Review of the student’s files, Professional Training and Development Handbooks and tasks, with particular note of progress and evidence of progression since the Interim Discussion of the draft Final Report Agreeing grades for the student Feedback to the student by the Mentor & SBT tutor If student has not progressed in a section leave interim colour. NB: Please ensure that the agreed Final Report is ed to the SBT tutor and the Placements Office as soon as possible after the Final visit but no later than 26 th June 2015

Requires improvement: Grade 3 Proforma to be used (found on Partnership website) to support students. Written by University Tutor and Mentor(s) at interim stage Clear SMART targets needed to indicate how the student will be supported with improvement. If Grade 3 at final report students will be offered targeted support at University The aim is for all MMU students to complete the BA programme at Good and Outstanding

Students At Risk (grade 4) Confirmed at the Interim Report stage after full discussion involving Student, Class Mentor (you), University Tutor, Professional Mentor / Headteacher (as appropriate). An audit trail leading up to the interim report, documenting concerns and discussions (and involving the student) Completion of At Risk proforma with clearly defined targets – (proforma and an example on Partnership website) Additional support visit from a/the University Tutor Senior Moderator visit in penultimate week of placement

Paired Placement timetabling MondayTuesdayWednesdayThursdayFriday Session 1 Student A Lead Teacher Student B Lead Teacher Student A Lead Teacher B – Group Teacher Student B Lead Teacher A – Group Teacher Team Teaching 2 Student B Lead Teacher Student A Lead Teacher B – Group Teacher Student B Lead Teacher A – Group Teacher Student A Lead Teacher B – Group Teacher Student B Lead Teacher A – Group Teacher 3Team Teaching Student A Lead Teacher Student B Lead Teacher Student A Lead Teacher 4 Student B Lead Teacher Student A Lead Teacher If there are 20 teaching sessions per week, students must teach 60%, or 12 sessions per week. For example only: 7 sessions – Lead Teacher 2 sessions – Team Teaching 3 sessions – Group teaching (having planned for this group)

Professional Development Time and PPA Students will use their Professional Development Time and the sessions when they are not the lead teacher to: Offer support to class mentor and student colleague Work as teaching assistant/learning support Observe experienced teachers Engage in wider professional activities Complete tasks and workbooks Engage in peer observation against the standards

And finally… Please complete electronic evaluation of SBT towards the end of the last week and return to our Placements Office. (The link will be ed to you nearer the time.) Completion of the evaluation releases the payment for placement to school!