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PGCE Primary Full Time SE1 and SE2 Placements.

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Presentation on theme: "PGCE Primary Full Time SE1 and SE2 Placements."— Presentation transcript:

1 PGCE Primary Full Time SE1 and SE2 Placements

2 Aims of this briefing meeting
Know about the changes made to documentation for Be aware of the planned progression of school experiences for PGCE student teachers Know of the preparation that student teachers receive from the university Know what is expected of student teachers during serial days and block placements

3 Changes to SE documentation 2012-13
Student teachers assessed against the Teachers’ Standards 2012 No published OfSTED characteristics however, UCET* and NASBTT* have produced descriptors which can be used in order to grade student teachers summatively at the end of their placements (available in Appendix 1 of the Formative, Diagnostic and Summative Profile and also at *UCET: Universities’ Council for the Education of Teachers *NASBTT: National Association of School Based Teacher Trainers

4 Specific Handbook for individual school placements
Guidance for all School Experiences Handbook to cover all school placements Specific Handbook for individual school placements Grading for appraisals A (outstanding), B (good), C (satisfactory), D (below standard) OfSTED will be looking for student teachers to be graded at good or outstanding.

5 Role of staff SE1 & SE2 Director - Jenny Carpenter Administration Assistant - Darryl Pearson School Partnership Officer - Christine Weeks (to December 2013) Nicola Thompson (from Jan 2013) Link Tutor - regular contact and support for mentor School-based mentor - formal appraisals and checking of or planning External mentor - formal appraisals and checking of planning

6 The Full Time Primary PGCE Programme
38 weeks Intensive course Three key placements to develop their skills in learning to be a teacher: SE1 (introductory) SE2 (developmental) SE3 (consolidation and extension) Experiential placements in a nursery and a diverse school (in groups) to complement these experiences Modules in the core subjects, foundation subjects and two professional studies modules* (at Masters Level) *Until July 2012 full time, until July 2014 part time due to programme revalidation

7 The Full Time Primary PGCE Programme

8 SE1, SE2 and SE3 Placements SE1 and SE2 occur in the same school
Usually two student teachers in the school in a different Key Stage to each other Student teachers then swap classes for their SE2 placement Student teachers are able to make a smooth transition because they are already familiar with the school setting Student teachers can settle into and contribute to the wider school life more quickly SE3 placement in a different school and in the same Key Stage as SE1

9 University modules Understanding Learning and Teaching (Masters level)
Understanding the young learner, learning theories, designing learning, the learning environment, the role of the adults and peers English Mathematics Science Foundation subjects with a focus on cross-curricular themes, settings other than schools (Enrichment Days) The Emerging Professional Introduction to educational research, conducting and writing a research project in their chosen area

10 This year’s cohort 147 students
60 choosing Foundation Stage/Key Stage 1 87 choosing Key Stages 1 & 2 25% male 25% over the age of 35, 71% are 25 years old or younger A range of first degrees and experience All have some prior experience in schools and/or Early Years settings All have completed nine experiential days in two settings during early September and completed university-based tasks Some have received a training bursary

11 Learning to become a teacher
Early idealism Personal survival Dealing with difficulties Hitting a plateau Moving on Furlong, J & Maynard, T (1995) Mentoring Student Teachers. Routledge

12 The Continuum of Experience

13 SE1 (introductory) Placement Aims
Establish a presence in the classroom Use body language and voice appropriately Manage a class and give instructions Deliver foundation subject/cross curricular lessons* from the teacher’s objectives or ELGs * Some student teachers may be confident in teaching core subjects (based upon their previous experience)

14 SE1 Expectations Use lesson objectives from the teacher’s planning
Teach at least 5 whole class sessions and at least 5 focus group activities Write a session plan or focus group sheet for every taught session Evaluate each session in terms of children's progress and the impact of their teaching and discuss this with the teacher Assist the teacher in other lessons Time for Professional Development

15 SE1 assessment of student teachers
Two whole class appraisals (one each week) using a simplified appraisal sheet linked to the SE1 aims Appraisals can be carried out by the mentor, external mentor or the class teacher Ongoing informal feedback from class teacher Interim Report at the end of SE1 completed by the mentor or external mentor in discussion with the student teacher and class teacher No summative grade or pass/fail at this stage All student teachers will be expected to progress to SE2 Significant targets will be followed up in university with specific support

16 SE1 dates Half term: 22.10.12 Half term: 29.10.12 Five serial days
22nd – 26th October Two week block 5th – 16th November inclusive Half term: Five serial days 15th, 16th, 17th October 1st, 2nd November Two week block 5th – 16th November inclusive

17 SE2 dates Five serial days Five week block Half term 22nd Feb
29th, 30th November 3rd, 4th December 7th – 11th January 2013 Five week block Half term 22nd Feb 14th January – 14th February ( 4 days in final week) Half term 11th Feb 14th January – 8th February 18th – 21st February (4 days)

18 SE2 (developmental) Placement Aims
Aims from SE1 (new Key Stage and new class in most instances) To work alongside the class teacher and individually, with increasing and sustained competence Develop planning, teaching, monitoring and assessing skills in core and foundation subjects To contribute to the wider life of the school To carry out data collection for their Masters level research project

19 SE2 Expectations Write medium term plans, weekly plans as well as session plans, using their own ideas when appropriate Teach 40% of the week from week 1, rising to 70% by week 5 Evaluate each session in terms of children's progress and the impact of their teaching Trial various ways of recording children’s progress Assist the teacher in other sessions 10% PPA and 10% PD time

20 SE2 assessment of student teachers
Four whole class appraisals using the YSJ Standards- related appraisal sheet Appraisals must be carried out by the mentor or external mentor only Ongoing informal feedback from class teacher Interim Report half way through the block (25th January) completed by the mentor or external mentor in discussion with the student teacher and class teacher A summative grade and pass/fail at the end of the placement through the triangulation process

21 Preparation for student teachers
Three briefings before SE1: Introduction to documentation and the expectations of the placement Roles of people involved in school placements Session planning One briefing before the SE2 block Debriefing from SE1 and academic tutor follow-up tutorial Expectations of the SE2 placement and links to the Continuum of Experience

22 Student teacher files Teaching File
Planning and Evidence File (more likely to be used in SE2) Monitoring and Assessment File Standards File Student teachers are expected to have their files organised and ready at the start of the first SE1 serial day. These files must be made available for mentors and external mentors to check at any time.

23 Teachers’ Standards Teachers’ Standards have to be met in order for the university to recommend students for QTS to the Teaching Agency Standards can be signed off as ‘met’ if student teachers achieve a grade of ‘C’ or above in lesson appraisals

24 Changes to the full time programme from Sept 2013
Government requirement from 90 school- based days to 120 (in line with secondary PGCE) Newly revalidated programme which will include opportunities for specialisms and an international placement (Part time cohort will follow the new programme from February 2014)

25 Any further questions. Darryl Pearson: 01904 876373 d. pearson1@yorksj
Any further questions? Darryl Pearson: Christine Weeks: Nicola Thompson (from January 2013: Jenny Carpenter

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