PGP1 Autumn 2015 School Based Mentor training Laura Manison Shore Primary Partnership Manager Linda Bennett SBM at Parson St and School Based Training Leader

Key new messages  Change of grading language  Consistent impact on pupil progress visible throughout (and reflected in documentation)  Early addressing of trainees who ‘require improvement’  School colleagues encouraging trainees to ‘make links’ between theory and practice

We expect trainees …. To develop successful relationships To be professional in all aspects of the role To plan and evaluate whenever they take responsibility for a group/class. To respond to evaluation and feedback with focused targets informed by Teachers’ Standards To review targets weekly and agree new targets based on training priorities To build to 80% responsibility during their final placement To maintain a professional teaching file To track their progress towards Teachers’ Standards To be proactive in seeking support and guidance To provide evidence for tracking and monitoring pupil progress To demonstrate impact on pupils’ learning To make links between academic theory and pedagogical practices

Trainees are entitled to…. Feel supported and welcomed Regular professional discussions with class teacher and weekly review and target setting meetings with SBM Receive regular and focused oral / written feedback which identifies strengths and areas for development Coaching and mentoring as appropriate to enable trainees to meet agreed targets Opportunities for complementary training which enhance and support trainees’ progress towards Standards Be told if there are causes for concern and/or in danger of failing in good time PPA time Receive appropriate support to develop both academically and professionally

The Role of the SBM  ‘Managing’ the trainee experience across the school:  Welcoming, introducing and settling new trainees;  Initial review of trainees’ Professional Development Portfolio (PDP), Trainee Progress Tracker (TPT)and targets set to inform start of placement;  Weekly review, target setting and coaching meetings with the trainees;  Enabling the complementary training;  Managing the assessment and reporting process;  Quality assuring training provided in school  Lesson observation  Files scrutiny and discussion about trainee’s planning, assessment, evaluation, record keeping...  Giving feedback:  Written Feedback  Oral Feedback  Maintaining communication with UWE:  Professional practice office  Professional tutor

Trainees are working up to 40% responsibility for the class…… as soon as is professionally possible

Two files Professional Teaching File – Well organised – Demonstrating awareness of key policies – Clear planning, evaluation and AfL – Target setting and self assessment – Evidence of pupil progress PD Portfolio (PDP) – Gathering evidence against the Standards – Formal observations, assessment feedbacks, subject knowledge audits... – Trainee Progress Tracker – Reflective Journal

Key documents  Trainee Progress Tracker (TPT)  Observation form  Interim review  Target setting sheet  Serial day target setting sheet  Professional Improvement Plan(PIP) and supporting observation sheet

Professional tutor visit  Pre-observation chat with trainee.  Observation – joint with CT or SBM, approximately 30 mins.  Files- must be up to date and will be checked by PT  PT supports the trainee but also the school and is the trainee’s first contact at UWE

Making Judgements about the trainee We are judging against Teacher Standards. An ‘ Outstanding ’ judgement means you are saying they have the potential and are on track to become a very good teacher

School-based training cycle Target setting professional and pedagogical, Planning actions to address targets and planning for teaching Teaching, assessment,, evaluation Reflection, Self- assessment, tracking, progress towards Standards Weekly review and agreement as to progress made and next steps. Key question: any causes for concern?

Key features of an ‘outstanding’ student It is almost impossible to make a definitive list. However, certain features might indicate a trainee moves from ‘good’ to ‘outstanding’. Willingness to take risks- managing which risks to take! Developing a ‘rapport’ with children Using initiative and inspiring children Being reflective- using lesson plans as ‘working documents’ Maintaining pace in lessons- enthusing children High expectations and impact on learning Innovative teaching – using intuition Ability to adapt and be creative Good subject knowledge Working effectively with other colleagues... …………. Consistently

Grading Rationale: Outstanding Outstanding (1) For a trainee’s final grading to be 1:  pupil progress and learning over time must be good or better than expected;  a minimum of five Standards graded 1 overall or  four Standards graded 1 overall but many features of other Standards also graded 1 (utilising assessment against the sub-headings);  all other Standards graded 2 (utilising assessment against the sub-headings); no grade 3 or 4 for any standard.

Grading Rationale: Good Good (2) All primary and secondary trainees awarded QTS exceed the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. Trainees Demonstrate excellent practice in some of the standards for teaching and all related to their personal and professional conduct. Much of the quality of trainees’ teaching over time is good; some is outstanding.  For a trainee’s final grading to be 2:*  pupil progress and learning over time must be at least as expected;  at least five Standards graded 2 overall;  any grade 3 Standards must be scrutinised and would require grade 2 features (utilising assessment against the sub-headings);  no grade 4 for any Standard. Careful consideration must be given where all of the trainee’s teaching is grade 2 but he/she has few/no grade 1 aspects; he/she is likely to be grade 2 overall. The final judgement should be agreed following discussion with relevant partnership personnel. There should be close scrutiny of any grade 3 and grade 1 aspects.

Grading Rationale: Requires Improvement Requires improvement (3) All primary and secondary trainees awarded QTS meet the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. The quality of trainees’ teaching over time requires improvement as it is not yet good.  For a trainee’s final grading to be 3:  pupil progress and learning over time is not always as expected;  most Standards graded 3 overall;  no grade 4 for any Standard.  A trainee can be judged to have exceed(ed) the minimum if he/she has evidenced features of good practice in some aspects of the Teachers’ Standards with no grade 4s.

Enhancing the Experience Audit of the Training Environment – what is unique about your setting? – Engaging the whole school – Highlighting strengths and initiatives – Allowing for personalisation of placements – Beyond your setting (opportunities within your cluster for example children’s centres, secondary schools, special schools)

Trainee assessment  Tutors from the University moderate judgements which may result in an increase or decrease in final grades following post-practice moderation. (final report box)  Judgements are made on a ‘best-fit’ basis – one final grade is recorded  External Examiners do not judge or affect schools’ judgements, they moderate the process.  Possibility of OFSTED visit  Please stay in contact with us throughout the year. If you your trainee’s PT s/he will get back to you asap.