1. Mentor Briefing for Part-time Post Graduate Consolidation School Experience David Scott –d.scott2@yorksj.ac.uk

2.  To be aware of expectations of student teachers engaged in their final school experience  To be aware of the mentor support required  To become familiar with documentation for the Consolidation Placement

3.  Weekly emails will be sent to mentor / link tutor and student teacher throughout the placement with reminders of key requirements. Please check that you are receiving these as they may be sent to the school office.

4.  Preparation days: 13 th - 22 nd April 2016  Block experience: 25th April to 23 rd June 2016  Interim report: Monday 9 th May  Intervention Day: Friday 13 th May  24 th June - Final day in university – NQT preparation and Career Entry Development Profile

5.  Preparation Days are an opportunity to gather data, start School Based Tasks and get to know the classroom and school routines  Expectations are clearly set out in the SE handbook  Planning must be in place and signed off by the mentor no later than 22 nd April 2016

6.  In the main block, student teachers move from 60% to 80% timetable, aiming to be, as far as possible, the class teacher  Weekly appraisals with mentor (minimum of six)  There should be an additional early reading appraisal (either phonics or guided reading)

7.  Interim report  Midpoint Moderation Appraisal (one of the six) mentor and link tutor (week 4 or 5)  Exit Interview with link tutor (week 7or 8)  Triangulation meeting and report (student teacher, class teacher and mentor reviewing the placement and producing summative reports, overall grading and targets for NQT induction)  A visit from an external examiner to a small sample of schools (20 th or 21 st June)

8. Visit 1: Early in main block Visit 2: Stage 1 of exit process Shared appraisal at mid-point to support target setting Visit 3: Stage 2 of exit process: Exit interview in final two weeks of block (+ moderation of judgements)

9. Consolidation Experience Handbook The “Detailed Expectations” section is specific Appraisal handbook All the necessary forms for mentors for appraisals Planning and Assessment Guidance (see www) Planning documents for student teachers Dealing with Placement problems NASBTT Toolkit - TS All available electronically and in hard copy

10. Student Profile Contains Summary sheet for school placement Weekly Reflective Learning Journal (RLJ) Teacher Standards evidence pages Summative overviews for mentor, class teacher and student teacher NASBTT grading criteria*

11. Significant key changes have been made to : 1. Assessing against the Teacher’s Standards within appraisals 2. Post appraisal reflections and target setting 3. Students teachers’ weekly reflective learning journal 4. Revisions to Student Profile handbook 5. Procedures for students working at Grade 3 (Requires Improvement to be Good)

12.  Grading against individual Teachers’ Standards now part of weekly meeting and also in summative judgements at the end of the placement.  Early use of ‘Requiring Improvement Action Plan’ pro forma for students achieving grade 3

13.  Lesson appraisal judgements  Summative judgements: weekly, interim, final  Judgements made against individual Teachers’ Standards (at this point in the student teacher’s development)  The student teacher should record the evidence of the progress from this lesson made towards meeting the Teacher’s Standards in their profile document, referring to NASBTT guidance document.

14. We expect student teachers in their final placement to be:  Reflective  Increasingly autonomous  Demonstrating sustained competence in the classroom  Demonstrating potential to become an NQT

15.  Please try to arrange a regular weekly meeting with the student teacher  Consider Friday or Monday so that the RLJ can be read, discussed and acted on in the following week  The questions should be given to the mentor in advance of the meeting  Mentors need to decide whether they are happy with an electronic copy and if so, when? Lay your ground rules about communication outside school

16.  Pages 2 and 3 of the RLJ should be completed by the mentor and student teacher through discussion during their weekly meeting. It should be informed by lesson evaluations, and by an overview of the whole week.  Student teachers should be demonstrating sustained competence  During the weekly meeting the reflective learning journal should be used to help identify targets for the forthcoming week.

17. 1.Summarise and review your progress towards your targets from last week. 2. Summarise this week’s teaching. What evidence exemplifies the quality of your teaching and your impact on pupil learning and progress? 3. What evidence demonstrates your awareness and analysis of your own professional development needs? 4. Identify a lesson, activity, interaction or observation that has had a significant impact on you or your pupils. Explain the significance of this.

18. 5. Identify your key objectives / targets/actions for the next week. Consider what needs to be learnt, understood or developed during the forthcoming week. 6. Outline any specific actions that may need to be taken. Mentor comments /suggestions

19.  Planning, teaching and assessment of whole class  Own professional development, including the use of CPD time  That they are prepared for the daily rigour of the job  An ability to cope with change/be flexible

20.  Consistency in all aspects of preparation, teaching and assessment  Reliable standards when not being appraised  Good role model in all situations

21.  Meet all Teachers’ Standards  Fulfil all aspects of the role of the class teacher  Highly respected by learners and colleagues  Positive attitude  Willingness to learn and be available to help

22. Support  Planning, teaching and assessment  Classroom management  Professional development and wider involvement in the school  For completion of school based tasks Appraise  Lessons  Professional performance and characteristics  Files

23.  Familiarising with school polices and routines, including the school behaviour policy  Getting to know children and staff  Finding out about prior learning  Preparing planning for the main block  Observing and teaching alongside the class teacher  Taking increasing solo responsibilities for the class  School Based Tasks See Handbook

24.  Teaching should only be undertaken by student teachers based on clear and prior planning.  Student teachers must prepare medium term plans in advance and session plans for every taught session.  YSJU proformas do not need to be used. Please refer to the planning and assessment guidance document.  Medium term planning for the main block must be approved by mentors by half term.  If planning has not been approved, the student teacher must NOT start their placement and the link tutor and SE Director must be informed.

25. Student teachers may use school medium term planning pro forma structures as long as these include all the elements identified on the University medium term pro forma: - Number of weeks / sessions. - Length of sessions. - Learning objectives. - Success criteria (steps to learning). - Curriculum 2014 reference. - Teaching and learning activities. - Resource implications. - Assessment opportunities. Medium term planning may take a variety of forms such as thematic, skills based or ‘creative curriculum’ planning.

26.  60% teaching to start, working up to 80% by week 4.  10% PPA and 10% CPD time. Please make sure that PPA & CPD time is timetabled into the student’s week.  Becoming the class teacher  Reflective  Increasingly autonomous  Demonstrating sustained competence in the classroom  Demonstrating potential to become an NQT

27. Key features of effective planning:  Key learning objectives referenced to NC/ELGs etc.  Success criteria  Assessment plans  Use of other adults [if appropriate]  Activity/differentiation/special considerations  Resources  Vocabulary  Brief outline of session including key questions as appropriate  Evaluation of learning and teaching/next steps  Expected timings

28. Students may devise their own format for planning but must ensure they pay particular attention to the impact of their teaching on pupil progress. Student teachers should evaluate each lesson taught making particular reference to the impact of their teaching on pupil progress. This information should inform their weekly reflections and subsequent target setting.

29. Significant expectations around monitoring and assessment. We expect the student teachers to:  Start with basics provided by YSJU  Increasingly take on more of the school’s approaches and/or their own approaches developed alongside the school  Have robust cycles of planning, teaching, assessment  Clear and useful records

30. Well kept files are required for passing this placement Four files: 1. Teaching file  Everything needed for one week in the classroom 2. Planning and archive file  Long and medium term plans, schemes of work etc.  Overviews where appropriate  Archive of lesson planning 3. Standards file  Student profile document  Grading Guidance  School based tasks 4. Monitoring and Assessment File  Assessment records  Samples gathered under 10 headings to support the exit interview process

31. All appraisals should result in:  Constructive, formative feedback;  Subject specific feedback  Target setting related to the TS  Supporting the student teachers in understanding how to improve e.g. from RI (Requires improvement to become good) to Good and Good to Outstanding NB No overall grades for appraisals (See weekly RLJ)

32.  Grades of 1 = Outstanding, 2 = Good, 3 = Requires improvement to become good and 4 = below standard. All grades are appropriate to the stage of the student teachers' training. Final grades are embedded in the student teacher’s reference

33. Refer to the documents  Use of Teachers’ Standards to inform grading for all School Experiences (See guidance in Appraisal Handbook and NASBTT Toolkit which provide s greater detail for making overall summative grading judgements )  Students should have highlighted the NASBTT guidance document on the Teachers’ Standards as a self evaluation before the start of this placement  This is repeated halfway and at the end along with mentors support (See Handbook weekly reminders)

34. Discussion of and agreement on a final summative grading - link tutor and mentor. Summative judgements are made on a ‘ best fit’ basis against the Teachers Standards judging competence. Some student teachers will have an additional moderation appraisal from an external examiner

35.  Mentor, class teacher and student teacher. This should be done as a collaborative exercise with the student teacher  Final report/summative comments from each  Final signing off of standards  Target setting for NQT induction

36.  Clear procedures in the Dealing with Placement Problems  Most problems are small and can be solved quickly at school level  Anything bigger or longer term MUST involve YSJU at an early stage. Don’t wait till time is short!  Contact link tutor first or Consolidation Experience Director if it’s urgent/major  Students at grade 3(RI) or below will need additional targets in place using the YSJU Requiring Improvement Action Plan proforma

37.  Refer to the Handbook regularly and weekly emails  Understand the files – especially Teaching, M&A and Standards  Discuss the student teacher’s targets from the Developmental Placement and how to address them  Check MTPs before the main block and all planning during. Is the student teacher focussing on children’s learning or activities and tasks?  Plan a timetable for the whole block if possible  Arrange weekly meetings and discuss student teacher’s reflections and grades  Are assessment records focussed on children's learning?  Overall confidence, competence and progress

39. For attending this briefing session For nurturing our student teachers Don’t forget to complete your travel claim! All documentation can be found on our website: www.yorksj.ac.uk/schoolpartnership

40. David Scott: Consolidation Experience Director T: 01904 876227 E: d.scott2@yorksj.ac.uk School Partnership office T: 01904 876663 (Rachael Brook) E: spo@yorksj.ac.uk