PG1 CLASS MENTOR BRIEFING ZOE CROMPTON PARTNERSHIP COORDINATOR

WHO’S WHO ? Class Mentor Professional Mentor University Tutor Partnership Tutor PGCE School-Based Training Unit Leader

INTENDED OUTCOMES FOR PGCE STUDENTS To have experience of observing teaching across at least 2 age phases To have experience of independently teaching and planning sequences of lessons in numeracy, literacy, science and at least one foundation subject To understand how assessment fits into the planning and teaching cycle To be confident in teaching whole class lessons independently To have evidence in PDR file of meeting the Teaching Standards Engage with the completion of workbooks on phonics/reading, maths, managing pupil behaviour To complete tasks: core tasks, child study/profile (p.28 Handbook)

WEBSITE AND DOCUMENTATION

THE BIG PICTURE

OFSTED We are expecting Part 2 of our Ofsted before December 2015 This may affect students whose placement school has a NQT trained at MMU Ofsted Inspectors will arrange to carry out joint lesson observations with mentors of NQTs They may also want to speak to students, class mentors and professional mentors about their experiences of the partnership (but we do not expect that they will watch students teach)

CLASS MENTOR ROLE Most important role as they have regular contact with the trainee Students need support of class mentor in order to achieve and collect evidence to support teaching standards Feedback to trainees on their development and next steps as a teacher is crucial – informally, formally written and oral.

DATES – PLACEMENT IS 11 WEEKS LIST OF KEY DATES Student SBT Briefing18 th September School Tutor/teacher SBT Briefing 15 th October + local events University Tutor visit 1 – Interim Report 5 th teaching week w/b 23 rd November 2015 University Tutor visit 2 – Final Report Final Week w/b 18 th January 2016

HEADLINES Summaries Page 8,9 and 19,20 and 29 Week 1 - Early Reading and Phonics Week Building up teaching to 60% - mainly Core Week Maintain 60% This involves - planning, teaching and assessing (marking and keeping records) - doing what teachers do And gradually …. the rest of it - See Appendix 1 Handbook Tasks Contextual Analysis Key Issues and Targets Child Study Phonics tasks Managing Pupils Behaviour Plan teach and get observed teaching Early Maths Keep a Weekly Review

IF THERE ARE PROBLEMS Remember - the sooner someone knows about the problem, the sooner help can be provided. It is the student’s responsibility to share their concerns.

Communicating with Tutors or phone tutors if you would like to speak to/meet them. We will try our hardest to respond as soon as possible, within 2 days. Quality teaching and learning team lead – Lyn Howdle Unit Specific Problem Unit Tutor Unit Leader Academic Problem Personal Tutor Student Hub School Based Training Problem – University Based Personal Tutor Partnership coordinator – Zoe Crompton School Based Training Problem – School Based Class Mentor and/or Professional Mentor University visiting tutor and/or Deputy Head Teacher Pastoral problem Personal Tutor Student experience team lead – Ben Steel Or Rania Maklad Partnership coordinator – Zoe Crompton Counselling Services –

TARGET SETTING AND REFLECTION Students should have begun to identify initial targets at the outset of the placement through their PDR tutorials As the student gets feedback from their teaching and engagement with the placement, these will also feed into the target setting process (related to teaching standards) They should also identify some Key Issues which they need to work on that specifically relate to this school. E.g. mixed age classes, Pupils with EAL, using the outside classroom The student should be meeting with their class mentor and reflecting on their progress on a weekly basis

PLANNING AND TEACHING Students are expected to: Work with groups and individuals using the teachers’ planning initially Move on to planning for groups/part of the lesson Whole class planning (supported by the teacher) Independently planning (using the school’s medium term/unit plans) Work towards teaching 60% by Interim (mix of whole class and groups but adjusting the balance of this as the placement progresses)

PHONICS AND MATHEMATICS TASKS Students will have been briefed about tasks related to these core areas – completed in Phonics and Maths Training and Development Guides All tasks to be negotiated as students may need to be in a different class to complete them

PE Students will be expected to teach PE as part of their final placement Please help students to identify opportunities in PG1 to observe/teach PE

PROCESS OF ASSESSMENT Key strands: Record of lesson observations – RoLOs Using feedback to help the student move forward following assessment Using the grading criteria throughout the placement Interim reports Final report

FORMAL FEEDBACK Provide verbal and written feedback. Identify 1-2 points to discuss with specific advice and short summary of any minor points. Summary ‘what next’ and discuss what student has learnt. Agree future targets using grading criteria with suggestions of how to achieve them. Relate targets to the teaching standards

THE GRADING CRITERIA Use formatively and summatively. Helps provide student and school mentor with a structure to base discussions of progress around. Highlight where student and class mentor believe them to be ‘working at’ at least twice over the placement. Use the highlighted grading criteria to inform Interim and Final Reports.

HOW MUCH TEACHING? Teaching time ? Can be small group BUT mainly whole class PPA time? – Planning Preparation Assessment Professional Development time ? – Observing – working with.. Supporting.. Training.. Phonics..

PLANNING LESSONS The MMU planning proforma can be used, BUT if school feel it is better to use theirs, this is OK provided it is done in detail Partnership website Thinking is invisible – so the Lesson Plan shows the mentor and tutor the student’s THINKING Plans should be useful, working documents.. Plan for additional adults (if appropriate) Include reminders, questions to ask etc.

ROLOS ON THE PARTNERSHIP WEBSITE Record of Lesson Observations: Written feedback to move student’s practice forward Also provides evidence against the Standards 1 each week A focus of each observation should be agreed in advance and will generally be related to previous targets

THE INTERIM REPORT AND JOINT OBSERVATION OF TEACHING During the visit the University Tutor will: Observe part of a lesson with the class mentor Looking at student’s files, checking the quality of planning, assessment and evaluation. Progress towards school-based tasks will be checked, as will completion of the PDR Compare judgements about progress against the Standards using the PDR statements and Ofsted Grading Criteria Making notes on a RoLO Talk to student and class mentor individually Agree the Interim Report grades (this should have already been written – after discussion between student, Professional Mentor and Class Mentor) the Interim Report form to the University Tutor who will it to the Placements Office

FIRST PLACEMENT INTERIM REPORT

FINAL REPORT University Tutor will visit w/b 18th January 2016 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 SBT tutor If student has not progressed in a section leave interim colour. the Interim Report form to the University Tutor who will it to the Placements Office

GRADES The grading is for: Professional Responsibilities Subject/Curriculum and Pedagogical Knowledge and Understanding Professional Practice – Planning Professional Practice – Teaching Professional Practice – Assessment Professional Practice – Classroom and Behaviour Management Part 2: Personal and Professional conduct

HOW THE GRADE IS CALCULATED Grade 1 Outstanding Profile student: 4 or more Grade 1s Grade 2 Good Profile student: 4 or more Grade 2s Grade 3 Requires Improvement Profile student: 4 or more Grade 3s Grade 4 At Risk of Failure Profile Student: Grade 4 in ONE or more elements In a situation where a student has a varied profile across the grades, a professional discussion will inform and determine the overall outcome.

GRADE 3 = REQUIRES IMPROVEMENT Targeted support to move student from a 3 towards a 2 must be documented e.g. on reports and lesson observations forms. Students should indicate on lesson plans which target areas they are working on. Proforma used to support development. Written at interim jointly by University Tutor and mentor Follow up support sessions in university if grade for placement is a 3

AT RISK OF FAILURE At interim - Any 4’s = ARoF Extra support from University Tutor after interim. At Risk proforma completed at interim with clearly defined targets with action points and timescales Senior Moderator visit At Final - Any 4’s = Fail

DOCUMENTATION - MENTORS RoLO Weekly Mentor meeting form – to agree and sign RI proforma ARoF proforma First Placement Interim and Final reports

DOCUMENTATION - STUDENTS SBT file Lesson plans Additional adult communication sheet (if appropriate) Key issues (max 3) Lesson evaluations – careful reflection focused on children’s learning to be completed after every lesson/session taught and to include ‘next steps’. Can be hand written on lesson plans Assessment records of children’s ongoing progress Learning journal – personal reflections Weekly review – ongoing analysis of progress against Key Issues Weekly mentor meeting form Tasks – Phonics, Maths, Behaviour, Pupil Profile – p28 Handbook

MENTOR SURVIVAL GUIDE! Everything is in the Handbook or on the Partnership website Clear communication - make sure that the aims, focus and expected outcomes of mentor meetings are clear and agreed, if possible in writing. Observations - be clear about what you will be looking for Feedback - check that your student has understood and knows what follow up is required Make sure you have all the necessary documents and that you are familiar with them and the deadlines for action and reporting. Brief the trainee on school policies, rules and organisation and make the relevant paperwork available. Encourage an evaluative and problem-solving approach to teaching, leading to independence and further professional development.

FURTHER SUPPORT How can we continue to support you? Thank you again for your continuing involvement in the Partnership Any questions?