BEd 1 Block 1 Placement

November 2015October 2015

Key Staff and Contacts• Jackie McNeil – BEd Year 1 Leaderjmcneil@glos.ac.uk 01242 715381

Rachel Bashford – Primary Placements Administrator

primaryplacements@glos.ac.uk 01242 714865

Fiona Hunt – Primary Partnership Coordinatorfhunt@glos.ac.uk 01242 714599

October 2015

BEd Year 1 School ExperienceBlock 1 – 3 weeks Tuesday 10th – Friday 27th November

Block 2 – 1 weeks (usually in an alternative setting)Block 3 – 3 weeks •Paired or individual placements•Different age ranges

October 2015

Student preparation• Lectures, seminars – BE4004 Professional Studies and

other modules• Meeting with Personal Tutor to set targets in PDP• Familiarisation with SE Handbooks & pro formas• Letter of introduction• Safeguarding checks by UoG (DBS, prohibition,

disqualification by association). Letter of confirmation to school & photo ID

October 2015

School Experience Handbook• Generic intro• BEd Year 1 section• Planning Guidance (on Moodle for students)

All documentation on elearn(http://elearn.glos.ac.uk/course/view.php?id=509)

October 2015

Preparation of School Experience file• Two separate files – school file and PDP• Printed Meeting with Mentor Record to be completed at each meeting with CT or Mentor• Organised and professional – please advise if not. They will expect to be corrected if grammar, spelling handwriting

needs improving!• Content – follow guidance• Quality of contents – reflections, analysis, evidence• Confidentiality• Availability – should be in school every day & always up-to-date along with PDP

October 2015

Letter of introduction

To be taken to school on first morning of SE

• 1 side A4• Addressed to Headteacher• Briefly detailing previous experience – school, age

ranges, achievements• Subject strengths, particular (relevant) interests• Their targets for Block 1

They have been warned that first impressions are important!

October 2015

At the start of the placement

• Letter of confirmation from Partnership Office• Photo ID to show on day 1• Introductions• Set expectations – dress, time, ‘duties’• Health & safety issues• Tour of school• Resources• Availability of mentor

October 2015

Block 1 requirements• Overview• Professionalism • Paired placement• Context for teaching• School-based tasks - themes• Observations – teachers & pupils• Opportunities for planned teaching & evaluations –

collaborative & independent• Target Group Assessment (TGA) sheets if possible –

students to have a go!• School ‘duties’ – playground, clubs, etc

October 2015

School-based tasks (p35)• Organise in advance – negotiate with CT asap- 5 themes- Pupil observations & analyses – paired activity

(p 40 Form 8)- Observe at least 3 phonics/early reading

lessons (use record of observation sheets)- Interview with 2 children (see guidance) - Watching children interacting (see guidance)- Storytime (6+ times) – be flexible if necessary- ICT audit

October 2015

5 Themes for daily reflection

•Student to ask class teacher to select 1 task each Friday, ‘sign off’ and offer feedback•Summative reflections and implications for your own professional development as a trainee teacher at end of Block 1

October 2015

Observing practice• Professional conduct – what they write• Note taking and confidentiality• Seeking permission• Range of contexts• Reflecting on observations• Discussions with class teacher/mentor and

beginning to engage in professional dialogue

October 2015

Reflective Diary 1• 5 themes– Theme 1: Learning – Theme 2: Assessment – Theme 3: The role of adults and practitioners – Theme 4: Relationships and behaviour

management – Theme 5: ResourcesAnalysis and points for consideration/implications

for practice

October 2015

October 2015

October 2015

Responsibility of students• Agree arrival & departure times• Discuss schedule of activities, complete ‘Record of Obs. &

Teaching Experiences’ • Complete ‘Context for teaching’ (available electronically on

Moodle / elearn - print out)• To be organised – plan all activities in advance using lesson

plan pro-forma • Have a go at completing TGA sheets• Keep files up-to-date (SE & PDP) and always available• Students should be pro-active – ask questions, discuss

findings, remind school re deadlines, present SBTs on Fridays for checking, arrange times for discussions and ask questions, make notes …..

• Students should not ever be sitting twiddling thumbs!October 2015

October 2015

October 2015

Teachers’ Standards 1, 7, 8Focus especially upon professionalism :• Model & promote positive attitudes, values &

behaviour• Demonstrate high expectations• Establish good, professional relationships – staff &

pupils• Contribute to wider school• Communicate effectively• Be responsible for own professional development,

always respond to advice/feedback

October 2015

Student Placement Support• Class Teacher• Mentor• Link Tutor• Personal Tutor• Jackie McNeil (yr 1 lead)

October 2015

Professional dialogue• Formal and informal discussions with Key Staff• Record of meetings with mentor• Records of observations & feedback from

mentor/class teacher & Link Tutor

October 2015

Assessment of students• At least 2 formal observations by school• Informal feedback• Weekly assessment of file & SBTs• Moderator visit to sample of students - observe

teaching & files• School report – Pass / Fail – SBTs and suitability for

teaching• Any concerns will be discussed and where

appropriate with Link Tutor/Personal Tutor/Jackie McNeil

• Reports MUST be received by the partnership office on or before last day of the placement

October 2015

Self-assessment• Lesson evaluations (Moodle)• Formal & informal feedback• Target settingTaking responsibility for their development

trainee teachers

October 2015

Remember…….

Every student is different…………… and every school is different…… and every class teacher is different and every pupil is different.

October 2015