1. B.Ed Yr 2 School Experience – Stage 1
Lecture – Nov 2017
Dave Goodger Module Tutor BE5001

2. Stage I School Experience
30 November & 1 December, 7-8, December; 8-26 January
Year 2 placement
Year 1 placement experience
Building on skills from Year 1(majority of students considered good or very good by moderators in Year 1)
Developing new skills
Students usually paired in class to provide peer support (Stage I only) - paired students see Handbook for generic guidance

3. School Experience Handbooks
Documents for mentors are on elearn
Generic intro (online only)
BEd Year 2 section in hardcopy for mentors and electronically for Students on Moodle
Forms and support documents also on Moodle
Please read all sections carefully!
Planning & Assessment Guidance separate online
Docs on Moodle (for students) and elearn (for mentors)
All mentors will be sent a username and password
Username: itementor2017
Password: itementor887

4. Overview of BEd 2 Placements
Stage I and II:
in different Key Stages (FS/KS1 or KS1/2)
serial attachment days & block
assessment points at end of each stage
May be same or different school / setting; in most cases it will be a different Key Stage.
2 Link Tutor visits per stage
A professional approach must be adopted at all times

5. Year 2 School Experience Focused Observation
Developing a Teacher Identity
Working collaboratively
Planning and Teaching for learning
Evaluating and reflecting on practice
Establishing a positive classroom environment

6. Stage I Week by week guidance provided - flexible (see handbook)
University Lesson planning format to be used
Lesson plans and evaluations needed for every planned session – groups and whole class
Weekly evaluations against the Teachers’ Standards to begin 11th December
Observations of learning informing teaching
Pupil profiles of 3 pupils with 1 focus child that you feedback to class teacher/mentor about at the end of placement
50% teaching by end of block (whole class and groups) – no ‘non-contact’ time
*****Regular meetings with mentor*****

7. The ‘other’ 50% School-based tasks Observe the Class Teacher
Observe teaching in another class
Observe partner & give feedback (towards the end of serial days and during block)
Observe pupils
Work collaboratively with teacher & partner
Admin tasks e.g. register, morning welcome
School-based tasks
School-based tasks

8. Weekly Guidance
Opportunities for collaborative and independent planning, teaching and evaluating
Lone teaching in class – when appropriate
Peer observations and feedback
Link Tutor visits
2 observations of your teaching by your Mentor
Meetings with Mentor – try to establish a regular time
School Based Tasks (Moodle)
(Individually placed students to seek guidance if unsure)

9. Weekly evaluations

10. Weekly evaluations

11. Weekly evaluations

12. Teaching across the curriculum
All Stage I students should have opportunities to observe, plan, teach and evaluate in at least the following areas:

13. Teaching across the curriculum
Where possible…
Students are not required to write Medium Term Plans but should have access to these to read during Christmas break in order to be fully prepared for 3 week block

14. School-based tasks English, Mathematics, Science
Outlined on Moodle – ‘Essential’ and ‘Desirable’
Essential to negotiate a schedule for their completion and note in School Experience File
‘Essential’ – ask school to ‘sign off’
Flexibility required ! (e.g. arrange visits to other classes/yr groups)
Details in handbook. Also covered in subject sessions.

15. Assessment of pupils

16. Target child study Identify 3 children during first 2 days
Discuss focus children with teacher & other relevant adults
Observe and support their learning across the curriculum and in social situations
Keep dated notes
Collate observations on profile children
Discuss and analyse observations with class teacher (and paired partner if on paired placement)

17. Profile pupils

18. Support for students Class teacher Student mentor Head teacher
Link Tutor
Personal Tutor
Partner student
Jane Moore /Dave Goodger / Russ Shalofsky / Emma Howell
Friends / family / peer group
Immediate point of contact for information is your Link Tutor.

19. Support and Intervention
If a student is struggling on placement, a 2-step intervention will be put in place.
Step 1 – Support Intervention Plan. Can be instigated by the Mentor and/or Link Tutor. Identifies concerns and suggests support and intervention strategies that could be acted upon. (Student needs to be proactive in responding to this)
Step 2 – Cause for Concern. Is instigated by the Mentor /Link Tutor if there is concern about students meeting requirements to pass the placement. University staff are fully informed and involved. Identifies Standards that are weaker. Targets are set and a review date. .

20. Link Tutor Uni-based or contracted members of staff
2 scheduled visits each at Stage I to observe (20-30 mins), support and give feedback
Regular point of contact via or phone
Will offer support, guidance and advice to student and school
Will jointly assess student with school at the end of the placement.
All judgements need to be evidence-based. (Students need to ensure that they are collating evidence through School Experience Files and PDP)

21. Assessment of students
2 formal observations with written feedback from school staff
2 formal observations with written feedback from Link Tutor
Concerns - should be raised quickly and made clear to student and Link Tutor asap. Interventions can then be put in place.
School report graded against the Teacher’s Standards Level Descriptors.
Report – hard copy shared with student before last day and ed to Link Tutors for comments.

22. Formal observations with written feedback
Observation of student teaching using Form 2 – Formal lesson observation and review
Minimum of 4 formal observations - ideally:
Phonics/early reading
Mathematics
Non-core strength
Other as appropriate
Feedback will identify strengths and areas for development
+ 1 other subject

23. Formal Lesson Observation and Review (Form 2)

24. Self-evaluation
Informal feedback – from staff, tutors, partner and children
Formal feedback – oral and written
Lesson & weekly evaluations
Level Descriptors for Stage I (On Moodle)
Each of these elements contributes to evidencing progress for final report grades.
Challenging targets should be set and reviewed throughout the placement in order to maximise outcomes for students and so enhance impact on pupil progression

25. Final Report (Form 1)

26. Progress through the placement
Importance of regular review meetings
Precise targets
Tracking progress against the Level Descriptors
Informing student and Link Tutor of any concerns as soon as possible
Possible moderation visit
Progression board (University) to check on student’s readiness to undertake Stage 2 later in the year.

27. The underpinning model of assessment
Identify evidence of pupils’ progress over time
What difference has teaching made? Why?
Review and identify precise short and longer term targets
Map to TS grade descriptors to identify quality of teaching
Identify areas of strength and development for the trainee

28. Preparing for school Letter of introduction addressed to head teacher
School will have been sent confirmation that you have been DBS cleared, but you should have photo ID to show.
2 professional files needed (File structure info on Moodle):
‘Main’ file – school info, feedback, plans, evaluations, observations, assessments
‘Supporting’ file – SBTs, observations of teaching, school MTPs, resource ideas
PDP – BEd Year 1 evidence, including SE reports (share with mentor.
Targets for Stage I
Review lecture notes and SE handbooks.

29. The first few days…..
Share introductory letter and photo ID with head teacher / Admin
Think about first impressions!
Find out about:
Names – staff, pupils, groups, classes & identify focus pupil
Timetable
Overview of work planned / topic
Arrange time to talk with Class Teacher / Mentor to schedule SBTs
Work on Context for teaching document (Form 7)

30. Absence from school Absence from school – ensure that;
All fellow travellers are aware of absence
Module Tutor
School
Link Tutor .

31. School closures ‘Extended’ Xmas holidays
INSET (please attend where permitted)
Strike
Snow
Ensure Uni timetable is available in order to plan additional days & inform Partnership office and Link Tutor.

32. Key Contacts Link Tutor
Jane Moore (Partnership co-ordinator)
Russ Shalofsky (Yr2 Leader)
Emma Howell (Course Leader)
Module Tutor – Dave Goodger
Partnership Office – Kate Mahaffy and Rachel Bashford

33. Finally, remember….