1. Welcome Schools/Mentor/Link Tutor Briefing for
BA (Hons) Primary Education
Assessed School Experience 1 – SE

2. Aims
To be aware of expectations of student teachers engaged in their first school experience
To be aware of the mentor support required
To become familiar with documentation (and changes) for SE1

3. YSJU website Contains all latest documentation
No longer any need for log-in etc.

4. Key features of SE1 115 Y1 students: 36 x Lpr; 79 Upr
First undergraduate placement. It offers students their first regular contact with practicing teachers and children over 3 terms in school.
A small group of student teachers (usually 3, but more frequently now 2) will work alongside the class teacher in the general management of the classroom and will also experience a range of wider professional activities beyond the attachment classroom. The work in school will be supported by a university-based programme.
There should be at least three formal appraisals (ungraded) of a whole class lesson before or during the main block for each student. Other students support/TA role.
Triangulation meeting and report (student teacher, class teacher and mentor reviewing the placement and producing summative reports, overall grading and targets for SE2 ).

5. Initial phase: essential features
Some small group teaching
Use of the teacher’s planning and devising own planning to support learning and teaching
Professional development time to complete school-based tasks, observe other teachers and children
Generally a focus on classroom management, developing “presence” through the use of voice and body language (‘running-the-room’), finding out about children and learning
Some whole class responsibility beyond the new year

6. Key dates and structure of SE1
Days in school SE1 [3 year degree]
Serial days: 8,15,19-23, 29 November; Inter-Semester Block: January;
Serial Days: March;
Main block: 9/10 May; 13 May-20 June (2 days + 4 weeks 4 days – Includes HT)

7. Key Dates p 9
Interim Report 1 received by university Friday 25th January
Interim Report 2 received by university Friday 10th May
Student Teacher Profile to be returned within Standards file by trainee to University.

8. First Days
Familiarising with school polices and routines, including the school behaviour policy
Getting to know children and staff
Understanding the need to move from student teacher to professional
Finding out about children’s prior learning
Observing and teaching alongside the class teacher
Taking increasing solo responsibilities for the class – From the ISB onwards
School Based Tasks – incl The Child Study

9. In SE1 and the SE1 block, student teachers do not adhere to teaching ‘percentages’ as in other SEs.
e.g. “move from 50% to 70% timetable by week 4 & 5, aiming to take on the role of the class teacher as far as possible.” (SE2)

10. Being observed: new appraisal form
Otherwise known as an ‘appraisal’
The mentor will carry out appraisals as this person has received training to do so
Two parts:
Observation of the student in action, making notes
Reflective discussion afterwards and written record
Student preparation:
Session plan to give to appraiser, blank appraisal forms, any resources you are using with the children, a chair!
Three appraisals in different areas of the EYFS/curriculum

13. Teaching requirements
Small group teaching throughout SE1
a focus activity (EYFS)
within a lesson led by the teacher (KS1 & 2)
the learning objective provided by the teacher but student plans the activity, including how they are assessing children
Large group or whole class lessons from March
student introduces and leads the activity, having prepared resources and space beforehand, organising other adults as appropriate. They end the activity and then evaluate learning that has taken place, making records as appropriate. They discuss with the adults afterwards any implications for planning in the next lesson.
It is requested that the team have PPA time together and that this is the equivalent of 10% across the weeks of the block.

14. Planning requirements
Students need to offer a lesson plan at least one day before they teach the activity so that the teacher can help them pitch learning at the right level.
They are not required to write weekly plans or medium term plans during SE1. They will write these for SE2. They may wish to ask the teacher and mentor for examples from the school’s planning, but not to pressure school staff for these if they are unavailable.

15. Planning teaching
Agree teaching/management responsibility for each week.
Ask the teacher for the Early Learning Goal/ learning objective for the activity/task/lesson. They may take this from a weekly plan so it would be helpful if the student could have a copy of the weekly plan too.
Decide on the pro forma to use. They can use the school planning, or an example in the YSJ Planning and Assessment Guidance document.
They should be experiencing whole class and small group activities throughout SE1.

16. Planning requirements
They all need to write an individual lesson plan/small or large focus group plan for every lesson they teach
Teaching straight from medium planning is not sufficient. They need to demonstrate they are thinking about all aspects of what happens in a lesson in hard copy: the lesson plan.
The students engage in a period of Retrospective Lesson Planning during the ISB; they observe the Class Teacher and retrospectively write up the plan for that lesson, having questioned the teacher regarding their rationale for decisions made
They will develop planning skills across the placement and become ‘smarter’ with the information through practise

17. Interim Reports
At the end of ISB week, the mentor will submit a graded interim report electronically to the university
Mentors will receive an with log in details for the Student Tracking and Support System (STASS)
A grade will be included along with strengths and targets the student is working on. This should be shared with the student as part of the weekly mentor meeting
They will need to have a hard copy to place in their Standards File as a record of their professional development
Students with any grade 4 outcomes should be monitored closely but there is no need for an action plan at this stage

18. By the end of SE1, students should have…
trialled and refined lesson planning
trialled assessment strategies, both formative and summative
had 3 appraisals
had 2xInterim Reports on STASS and in their Standards File
had a summative report on STASS. If any of the TS are grade 4, an action plan will need to be in place
had a series of targets set for SE2 and Y2 of the programme, understanding precisely what they need to do to improve

19. Weekly meeting To formally discuss the students’ progress
To identify any additional support that might be needed
To update the Student Teacher Profile
To review the evidence towards meeting the Teachers’ Standards
Use the NASBTT guidance to inform grades at the end of the placement

20. Being assessed: triangulation meeting
Summative
Student, teacher and mentor (if different)
Each writes a summative overview of the student’s progress
Agree targets to take forward to the next assessed placement (SE2)
Grading of all Teachers’ Standards

21. Making judgements
All judgements should be made in relation to the Teachers’ Standards and NOT individual lessons.
Evidence in the following areas should be taken into account:
1. Consistently competent teaching
2. Impact on pupil learning and progress
3. Evidence in files (including tracking and recording pupil progress)
4. Reflection and self-evaluation

22. Documentation changes
NASBTT Guidance to ensure no expectation of grading lessons
‘Dealing with Placement Problems’ renamed ‘Additional Support Procedures’
Appraisal form

23. Documentation https://www.yorksj.ac.uk/placements/
SE1 Handbook
Specific and detailed guidance for SE1
The “Detailed Expectations” section is key
Appraisal documents within the Appraisal handbook
All the necessary forms for mentors for appraisals
Planning and Assessment Guidance
Planning documents for student teachers
NASBTT Assessment toolkit
‘Dealing with Placement Problems’ renamed ‘Additional Support Procedures’
Appraisal form
Available electronically and in hard copy by request.
Ensure that all have taken documents and identify them clearly (including the handout of this PowerPoint presentation!)
These *may* include the student teacher’s profile document, but – if not – flag this up as available on Moodle and click link to Moodle address slide.
The profile document can be downloaded from Moodle for those not present at briefings – provide link to Moodle slide here
<suggest that everyone has an opportunity to scan through handbook – 2 minutes max. with potential for questions relating to handbook as a whole>
Hope that the handbook is sufficiently clear that it is self explanatory

24. Getting ready for SE1 Has the student teacher….
1. Prepared their four teaching files
Teaching file (‘handbag/manbag’)
Planning archive and context file (filing cabinet)
Standards file (all about you)
Monitoring and assessment file (all about them)
2. Contacted their school and mentor( school based or external)
The contents pages for your files can be found in the ‘Guidance for all school experiences’ handbook

25. School Experience files
Well kept files are part of the requirements for passing SE1
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 Teacher Profile document
NASBTT Guidance on the grade descriptors for the Teachers’ Standards (2012)
School based tasks
4. Monitoring and Assessment File
Assessment records
Samples gathered under headings to support their developing understanding of the monitoring and assessment process.
See handbook pages as appropriate.
Stress monitoring and assessment file – this is now a key part of the OfSTED grading guidance. The student teacher who is outstanding in all aspects but their paperwork will now have greater reason to ensure high quality work in this area.

26. Key questions for SE1 student teachers….
When am I going to teach? (Not yet – Easter?)
What am I going to teach? (Whatever the CT asks you to, using CT LOs)
Who am I going to teach? (Groups initially perhaps up until Easter)
How am I going to teach? (As a team, or Individually? Using the CT as a model)
When you begin your preparation for teaching, these are key questions to take into account.

27. The mentor role Support for:
Planning (access of the schools’ own), teaching and assessment
Classroom management
Professional development and wider involvement in the school
Checking the reflective learning journal
Mentor responsibilities during the course of SE1
Support should link to planning (support initially for planning and providing access to required materials – here look at the planning and assessment guidance document and the requirements) . Student teachers need to demonstrate that they can produce consistent, competent planning with all elements in place.
ensure use of CPD and PPA time is raised.
Appraisals
Checking the reflective learning journal
Support (sharing of medium term planning –Files – link to OfSTED (characteristics as previously shown)

28. Planning MAIN BLOCK 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
Planning and assessment guidance document has examples of good planning as well as proformas.
All latest documentation is available on the website
Essential that Learning Objectives and Success Criteria are of good quality whatever planning pro forma happens to be used.
There will be built-in opportunities within the university to support trainees who do not meet this criteria.

29. Monitoring and Assessment
Student teachers must begin to develop their understanding and practice in this area.
During SE1 they should
Start with the basics provided by YSJU;
Become familiar with various ways of assessing and recording children's progress as utilised in the school.
Use any assessment information formatively to adjust and adapt future teaching.
Record their early assessment of children’s learning from every taught session.

30. The Student Teacher Profile.
The profile should be used to record judgements throughout the school experience. Class teachers and other colleagues, as well as mentors (and link tutors at moderation appraisals) are encouraged to contribute evidence (from appraisals, observations, discussions with trainee) for recording in the profile. The trainee is advised to annotate perceived evidence of his/her attainment, which will then inform discussion with class teacher /mentor.
The profile should be used to discuss progress and targets with the trainee. Reservations about the progress of an individual should be communicated without delay to the link tutor

31. Placement Grading
Grades of A= Outstanding, B = Good, C = Requires improvement to become good and D = below standard.
All grades are appropriate to the stage of the student teachers' training i.e. a student can be outstanding on SE1, SE2 and SE3.
A = Standards met with an outstanding grade, appropriate to the stage of the students’ course.
B = Standards met with a good grade
C = Standards met
D = Below Standard

32. Dealing with 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.
The Link tutor is the first port of call or SE1 Director if it is urgent.
We need to use correct procedures to hopefully solve problems and to be fair and transparent if problems are not resolved.
Students heading for a C grade( requires improvement to become good) or below will need additional targets in place using the YSJ Requiring improvement : action plan proforma
The same applies if mentors feel that any students are not achieving their potential

34. Passing the placement
Student teachers are able to pass this placement with ‘requires improvement to become good’ but will need to draw up an action plan for SE2 if this is the case.
They should share their progress with their academic tutor and remember to seek advice early if they have any concerns or problems.
Please remember they are only 1/3 way through their programme !

35. Finally – things to keep a particular eye on
Consistency and improvements in:
Appraisal and responses to advice
Wider professional characteristics and engagement in the placement
Planning, evaluation and assessment cycles focussed on children's learning
Assessment records focussed on children's learning
Reflective learning journals – weekly
Overall confidence, competence and progress towards a good / outstanding grade.

36. General Information Absence
If an unexpected absence occurs, the trainee should make contact with the school as early as possible and should inform the University’s Placement Team soon after 8.30 am. The purpose of the latter contact is to alert any tutor who may be contemplating a school visit and not as a means of relaying the information to school. (Many class teachers and/or mentors offer the trainee a personal contact telephone number so that very early warning of absence or other difficulties can be given). The trainee is expected to keep both the school and the university informed of on-going illness/absence.

37. Photocopying
It is normally expected that consumables for use by children and photocopying costs for children’s materials will be borne by the school. Trainees have been alerted to financial constraints of schools and are advised to act appropriately. The phrase “death by photocopying” has been employed frequently in trainee briefings!

38. Health and Safety Policies
It is expected that the school will make clear to the trainee its health and safety policies and that the trainee complies with these.

39. Thank you all
The university staff and the trainees are very appreciative of all your ongoing support throughout the year.
Thank you for attending and have a safe journey home.
kind regards,
Richard and tutor team