Post on 25-Dec-2015
Welcome to the University of Derby Primary Partnership
B.Ed 3/4 and Final 3Mentor Training
www.derby.ac.uk/ehs
ITE Partnership Website www.derby.ac.uk/ppweb
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Direct email addresses & telephone numbers
All PT documentation Exemplar Materials Dates for Your Diary FAQs Photo Gallery
Contacts
Reflective Teaching Module Leader- Louise Nicholsonl.nicholson@derby.ac.uk3.4 Stage Tutor – Ani Thomasa.thomas@derby.ac.uk01332 592232F3 Stage Tutor- Claire Scottc.scott@derby.ac.uk01332 592054
Why two routes?
4 years: Standard route 1 choice of Subject Pathway for 2 years 2 electives
3 years: Non-standard route (through successful application) 1 elective Students have to submit a portfolio and have an interview with the Stage Tutor
and Programme Leader. They also have to meet set criteria in 3 areas:
Average grade profile Average summative comments’ profile Demonstrable, relevant extra experience.
Stage 1Theories and Perspectives Development of Education System Child DevelopmentReflective Teaching 1 Expectations Planning lessons, single and sequence of learningLearning to Learn Academic Skills level 4EnglishMathsScienceICTFoundation Subjects Subject knowledge and pedagogy
Stage 2Theories and Perspectives in Practice Diversity and inclusionDeveloping Learning Own study skills- school based research on child developmentReflective Teaching 2 Development of themselves as reflective practitionerCreative Learning and Teaching in and across the Core Curriculum Pedagogy and development of subject knowledgeFoundation Subjects 2 Subject knowledge and pedagogyCross curricular Learning Meaningful links across the curriculum
Stage 3/4
Compulsory Modules *Professional Teacher in School- Current issues facing teachers, schools
and the education system. Principles of Research- Working at Level 6, research techniques. Curriculum Studies- Curriculum models and input on core and foundation
subjects. Peer tutoring across subject pathways is a focus. *Reflective Teaching 3- The focus is the planning, assessment and
teaching cycle and related issues.
Student Choices
Electives: 1 choice in Yr 3, 1 in Yr 4Comparative Study, Educational Approaches, Learning Beyond
the Classroom or Community Engagement, SEN available in Yr 4
Subject Pathway: 1 pathway for 2 yearsMaths, English 1, Science and Technology, Creative Arts,
HumanitiesAlternative Placement: 6 students on Early Years placement.3 students on SEN Placement.The rest of the cohort in mainstream schools.
Assessment schedule 2013/14 Year 3/4
Oct Professional Teacher in School Professional Accountability
Nov Curriculum Studies Evaluation of Resources
Dec Curriculum Studies Essay on breadth and balance
Dec Subject Pathway Critical evaluation of assessment (Science: March)
Jan Elective Critical audit of good practice
Jan Principles of Research Review of research papers
March Reflective Teaching 3 Reflection (Viva)
March Prof Teacher in School Law Test
April Subject Pathways Reflective Response to Peer tutoring
May Elective Essay
May Curriculum Studies Evaluative Report
May Principles of Research Report on small scale research
School Based Tasks
Reflective Teaching Professional Teacher in School e.g. safeguarding Curriculum Studies Principles of Research Subject Pathways
Your student will talk to you about the requirements of these tasks. They need to have an organised approach to this workload.
What’s so special about the Final 3 route? Personalisation and bespoke support Small cohort: efficient use of time - and nowhere to hide! 2 placements in the same school: opportunities to engage
with pupil progression across the school year and to ‘really feel like a member of the staff team’
Realistic preparation for life as a teacher Accountable professional in accountable school Preparation for induction and career Independent study: 10,000 word dissertation exploring
theory and evidence-based practice in a chosen area
Stage Final 3Compulsory Modules Professional Teacher in School - Driver for the year. Current
issues facing teachers, schools and the education system. Also, preparation for career.
Principles of Research / Independent Study - Working at Level 6, research techniques, dissertation.
Core & Foundation Studies – Exploring perspectives and models of the curriculum models and extending subject knowledge and pedagogy in a range of subjects.
Reflective Teaching 3a and 3b - Planning, assessment and teaching; inclusion and diversity and related issues. Learning and teaching in EYFS and KS3 to provide context.
Student Choices
Electives:One is chosen from: Educational Approaches Learning Beyond the Classroom Community Engagement
Independent Study:Student choice of focus, supported by personal supervisor.
-> helps students to enhance their teaching persona
F3 Assessment schedule 2013-14 Sep Independent Study proposal Supervisor allocated
Oct Professional Teacher in School Professional Accountability
Nov Independent Study proposal 2 Ethics Committee
Nov Core & Foundation Studies Breadth and balance in the curriculum
Dec Principles of Research Critical Analysis
Jan Elective Critical audit of good practice
Feb Reflective Teaching 3a Poster presentation
Mar Core & Foundation Studies Evaluation of resource
Mar Professional Teacher in School Law Test and written response to scenarios
Apr Elective Essay
Apr Independent Study Dissertation
Jun Reflective Teaching 3b Viva Voce
School Based Tasks Reflective Teaching: create portfolios for 3 PLP children Professional Teacher in School: safeguarding, preparation
for interview Core & Foundation Studies: resource evaluation Preparation for Independent Study – small scale research.
There are also some IS days.
Your student will talk to you about the requirements of these tasks. They need to have an organised approach to this workload.
In partnership we must ensure that our students ...
Have a satisfactory level of understanding of the content and terminology of curriculum subjects/topics
Know best practice in how to teach given concepts/skills/processes across the curriculum
Recognise common misconceptions held by children and know how these can be addressed
Possess an understanding of the requirements of the NC and the progression of skills, knowledge and understanding throughout
Students at the University of Derby are capable and keen …
. . . and desperate to succeed
We hope you enjoy working alongside them!
THANK YOU!
Thank You!
Assessment protocols and processes for practical teaching – new developments for Stage 3
www.derby.ac.uk/ehs
Part One of the new Teaching Standards
8 Standards1. Set high expectations which inspire, motivate and challenge pupils
2. Promote good progress and outcomes by pupils
3. Demonstrate good subject and curriculum knowledge
4. Plan and teach well structured lessons
5. Adapt teaching to respond to the strengths and needs of all pupils
6. Make accurate and productive use of assessment
7. Manage behaviour effectively to ensure a good and safe learning environment
8. Fulfil Wider Professional Responsibilities
The Teaching Standards, 2012
The standards are brief and phrased
simply -for example - A
teacher must:
Each standard is accompanied by illustrative examples but these are
not the standards.
www.derby.ac.uk/ehs
Plan and teach well-structured lessons
Impart knowledge and develop understanding through effective use of lesson time.
Promote a love of learning and learners’ intellectual curiosity. Set homework and plan other out-of-class activities to consolidate and
extend the knowledge and understanding pupils have acquired. Reflect systematically on the effectiveness of lessons and approaches to
teaching. Contribute to the design and provision of an engaging curriculum within the
relevant subject area(s).
Grading vocabulary across all cohorts
Assessment of grades can only be made using the stage specific criteria contained in Assessment Handbooks for Practical Teaching.
No other assessment criteria can be used.
Grade 1 OUTSTANDING
Grade 2 GOOD
Grade 3 MEETS MINIMUM EXPECTATIONS BUT REQUIRES IMPROVEMENTFor completing students this results in QTS.
Grade 4 INADEQUATEFor completing students this results in failure of the placement and the withholding of QTS.For non-completing students this results in failure of the placement.
www.derby.ac.uk/ehs
Raising expectations of performanceA grade 3 outcome is reconceptualised as underperformance
across the education sector.For an NQT, the grade 3 descriptor ‘requires improvement’
does not have employability-friendly
status.
Hence, school based and university based interventions will be triggered by grade 3 and grade 4 outcomes whether these
are predicted or actual.
www.derby.ac.uk/ehs
The challenge?Within these changes in expectations and
processes, we need to operate in ways that help students to feel that they are valued and
supported whether they are attaining grade1, 2, 3 or 4.
Our student evaluations suggest that they thrive in an environment where their starting points are valued, where their progress is assessed accurately but non-judgementally and where
they have clear communication about areas of strength and priorities for development.
We also have to operate high expectations and challenge so that we can secure for them (and
our children), the best outcomes possible.
www.derby.ac.uk/ehs
Assessment phases during practical teaching
Assessment Phase 1Assessment Phase 1 usually comprises the first two or three weeks of the placement. This period is know as the orientation period.
The AP1 report is written at the end of the Assessment Phase 1 and is in two parts
ASSESSMENT PHASE 1 (AP1) REPORT – PART ONEAssessment of Attainment at the end of Orientation
ASSESSMENT PHASE 1 (AP1) REPORT – PART TWOPlanning Confirmation Day – Readiness for Placement
www.derby.ac.uk/ehs
Assessment Phase 1 on the Placement Calendar – 3/4 example
www.derby.ac.uk/ehs
AP1 Report (Part 1) Indicative actual attainment Predicted attainment for the end of AP2
AP1 Report (Part 2)Planning Confirmation Day
AP1 ReportsAP1 (Part 1) Report – Assessment of attainment at the end of orientation
Usually at the end of the orientation period.Indicative actual attainment grades against all 8 teaching standards and actual overall attainment grade at the end of AP1.A predicted overall attainment grade for the end of Assessment Phase 2 (AP2).Commentary on strengths.Priority targets for development to support movement towards a final outcome that is at least ‘good’.Where any grade is 4 or where the predicted grade is 3 or 4, the ULT is informed by the SLT via the placements office.
Derived from on going, formative assessment (e.g. appraisals, RRP)Grading decisions supported only by stage specific criteria.
www.derby.ac.uk/ehs
AP1 (Part 1)Report
Available in the Assessment Handbook and electronically via the placements office orpartnership website.
www.derby.ac.uk/ehs
AP1 Report
AP1 (Part 2) Report - Planning Confirmation Day Readiness for Placement
A check that the placement file meets expectations. A check that the student is sufficiently prepared for the placement.Confirmation that previous summative reports and the students’ action planner have been seen.Confirmation that their professional conduct is commensurate with Part Two of the teaching standards.Setting of targets for further development for the file.Where students are not sufficiently prepared, ensuring that the SLT informs the ULT via the placement office.
www.derby.ac.uk/ehs
AP1 (Part 2)Report
Available in the Assessment Handbook and electronically via the placements office orpartnership website.
www.derby.ac.uk/ehs
Assessment Phase 2 (AP2) ReportAssessment Phase 2 is usually the first half of the block.Example from PGCE, Practical Teaching 1
www.derby.ac.uk/ehs
End of AP2 ReportActual attainmentPredicted attainment for the end of AP3
End of AP3 Summative Comments
AP2 Report A more detailed analysis of the students’ areas of strength and/or competence Actual attainment grades against all 8 Teaching Standards and actual overall
attainment grade for end of AP2. Confirmation that the student has conducted themselves in ways
commensurate with Part Two of the Teaching Standards (Personal and Professional Conduct)
Predicted overall attainment grade for the end of AP3 Targets that will secure movement towards at least grade 2 by the end of the
placement (or grade 1 in cases where grade 2 is already attained).Derived from on going, formative assessment (e.g. appraisals, RRP)
Grading decisions supported only by stage specific criteria.
www.derby.ac.uk/ehs
Assessment Phase 3 ReportAssessment Phase 3 usually comprises the final 3 or 4 weeks of the block. It is the period during which all students should be progressing towards an attainment outcome that is at least ‘good’ for their stage.
The AP3 Report is usually completed on final day of placement.General comment on student’s progress.Comment from teaching assistants on their experience of working with the student.Record of days missed/made up.Confirmation that school based tasks have been completed.Confirmation that student conduct has been commensurate with Part Two of the Teaching Standards (personal and professional conduct).Actual attainment grade for all 8 Teaching Standards with commentary on achievements and targets for future development.Additional comment on early mathematics and reading.
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3/4 Placement Pattern – KS1 and KS2
www.derby.ac.uk/ehs
KS1 and KS2 PlacementInduction Day Monday 11th November
Orientation Week 1 W/C Monday 18th November (40% mainly groups)
Orientation Week 2 W/C Monday 25th November (40% mainly class)
End of Assessment Phase 1 (AP1) Report – Part 1 Friday 29th November
Planning Day Friday 29th November
End of Assessment Phase 1 (Ap1) – Part 2 – Planning Confirmation Day
Friday 17th January
Block Week 1 W/C Monday 20th January (30%)
Block Week 2 W/C Monday 27th January (50%)
Block week 3 W/C Monday 3rd February (60%)
End of Assessment Phase 2 (AP2) Report Thursday 6th February
Student’s day back in university Friday 7th February
Block Week 4 W/C Monday 10th February (60%)
Block Week 5 W/C Monday 24th February (80%)
Block Week 6 W/C Monday 3rd March (80%)
End of Assessment Phase 3 (AP3) Report – Summative Comments Friday 7th March
SEN Placements
www.derby.ac.uk/ehs
SEN PlacementInduction Day Monday 11th November
Orientation Week 1 W/C Monday 18th November (At least 30% - mainly 1:1 activities)
Orientation Week 2 W/C Monday 25th November (At least 30% - mainly 1:1 activities)
End of Assessment Phase 1 (AP1) Report – Part 1 Friday 29th November
Planning Day Friday 29th November
End of Assessment Phase 1 (Ap1) – Part 2 – Planning Confirmation Day
Friday 17th January
Block Week 1 W/C Monday 20th January (30%) 1:1, group and whole class activities where appropriate
Block Week 2 W/C Monday 27th January (30%) 1:1, group and whole class activities where appropriate
Block week 3 W/C Monday 3rd February (60%) 1:1 activities, increasing groups and whole class responsibility where appropriate
End of Assessment Phase 2 (AP2) Report Thursday 6th February
Student’s day back in university Friday 7th February
Block Week 4 W/C Monday 10th February (60%) 1:1 activities, increasing groups and whole class responsibility where appropriate
Block Week 5 W/C Monday 24th February (80%) A range of contexts as appropriate
Block Week 6 W/C Monday 3rd March (80%) A range of contexts as appropriate
End of Assessment Phase 3 (AP3) Report – Summative Comments Friday 7th March
EYFS Placement
www.derby.ac.uk/ehs
EYFS PlacementInduction Day Monday 11th November
Orientation Week 1 W/C Monday 18th November (40% mainly groups)
Orientation Week 2 W/C Monday 25th November (40% mainly class)
End of Assessment Phase 1 (AP1) Report – Part 1 Friday 29th November
Planning Day Friday 29th November
End of Assessment Phase 1 (Ap1) – Part 2 – Planning Confirmation Day
Friday 17th January
Block Week 1 W/C Monday 20th January (30%)
Block Week 2 W/C Monday 27th January (50%)
Block week 3 W/C Monday 3rd February (60%)
End of Assessment Phase 2 (AP2) Report Thursday 6th February
Student’s day back in university Friday 7th February
Block Week 4 W/C Monday 10th February (60%)
Block Week 5 W/C Monday 24th February (80%)
Block Week 6 W/C Monday 3rd March (80%)
End of Assessment Phase 3 (AP3) Report – Summative Comments Friday 7th March
Final 3 Placement Pattern
www.derby.ac.uk/ehs
F3 – RT3aInduction Day Monday 11th November
Orientation Week 1 W/C Monday 18th November (40% mainly groups)
Orientation Week 2 W/C Monday 25th November (40% mainly class)
End of Assessment Phase 1 (AP1) Report – Part 1 Friday 29th November
Planning Day Friday 29th November
End of Assessment Phase 1 (Ap1) – Part 2 – Planning Confirmation Day
Friday 17th January
Block Week 1 W/C Monday 20th January (30%)
Block Week 2 W/C Monday 27th January (50%)
Block week 3 W/C Monday 3rd February (60%)
End of Assessment Phase 2 (AP2) Report Thursday 6th February
Student’s day back in university Friday 7th February
Block Week 4 W/C Monday 10th February (60%)
Block Week 5 W/C Monday 24th February (80%)
Block Week 6 W/C Monday 3rd March (80%)
End of Assessment Phase 3 (AP3) Report – Summative Comments Friday 7th March
Appraisals Usually 2 appraisals per week. The focus should be agreed beforehand. Can be based on observed teaching or on other aspects of professional development (e.g.
teamwork). Mainly provided by the mentor but should be supported by the ULT, SLT and subject
specialists. Areas of strength/competence and areas for development should be clearly described with
reference to the Teaching Standards. Where there are instances of underperformance terms such as ‘requires improvement’ or
‘inadequate’ should be used. SMART targets should be designed to secure continued progress with a review date. All parties should sign and date the appraisal. The appraisal must make reference to the impact of the student’s practice on outcomes for children
and should include subject specific targets.
www.derby.ac.uk/ehs
Appraisal Form
No other appraisal/lesson observation format should be used.
Mentors receive NCR copies.Also available electronically via the partnership website or placements office.
www.derby.ac.uk/ehs
Weekly Mentor Meeting Progress Checklist
www.derby.ac.uk/ehs
Minimum Entitlement
w/c 19/11 Orientation Week 1
W/c 26/11Orientation Week 2
W/c 21/1 Main Block
week 1
W/c 28/1Main Block
week 2
W/c 4/2Main Block
week 3
W/c 11/2
Main Block week 4
W/c 25/2
Main Block week 5
W/c 4/3
Main Block
Week 6
Focus of weekly appraisals*
& Teaching Standards addressed
RRP discussion focus&
relevant T standards
Key Target Area&
relevant T standards
School Based Tasks(where appropriate)
Mentor & student initials
SLT/ULT initials as applicable
The Assessment Handbook
Assessment Handbooks provide stage specific grading criteria.
Structured around all of the teaching standardsSpecific to the student’s stage of developmentCriteria to support grading decisionsCriteria can be used to assess current attainmentCriteria can assist target settingReport formats for Assessment Phase 1, 2 and 3.Guidance on supporting underperforming studentsNo other grading criteria to be used to assess attainment
www.derby.ac.uk/ehs
Student attainment and pupil progress
Grading criteria make reference to outcomes for children.
Grading decisions must be informed by evidence of ; the students’ impact on the children’s well-being. amounts and rates of children’s progress and achievement NOT attainment against national benchmarks
However, it is important to consider this fairly and realistically in the context of: The on-going progress of the children The on-going practices within the school The context of the school/class The students’ stage of training The length of the placement
www.derby.ac.uk/ehs
The Role of the University Link Tutor
Quality Assurance
To monitor, support and develop the quality of placements
To intervene and advise where there are shortfalls in quality or where students are underperforming
To promote an ITE culture across schools
Moderation
To support the moderation of judgements about levels of attainment
To advise and support mentors in the assessment processes for Practical Teaching.
To promote consistency of practice across the partnership.
www.derby.ac.uk/ehs
ULT School visits
In the autumn term, ULTs will visit partnership schools to meet with students, mentors and the SLT. The purpose of the visit is to:
Ensure that students are aware of expectations for the placement.Support students’ reflection on their own progress.Meet with mentors to discuss the students’ progress, clarify the expectations and assessment protocols for the placement and advise on recent developments across the partnership.Meet with the SLTs to discuss quality assurance.Explore any questions or concerns and advise accordingly.Make dates for the next visit.
There are no observations of the student during the ULT School Visit
www.derby.ac.uk/ehs
ULT moderation visits The ULT will engage in a joint observation with the mentor. This is an essential feature of
the moderation process and must be facilitated. Usually, the ULT will not observe the whole lesson. Grading judgements will be discussed and moderated. An appraisal will arise from the joint observation. The ULT will support the feedback and reflection process. A file audit will take place. A quality audit will take place. The ULT will provide advice and support for the mentor.
The SLT will manage the visit, ensuring best use of time for the ULT and mentors.The ULT will usually meet with the SLT.
www.derby.ac.uk/ehs
Student Evaluations 2011 - 12
YearGood or
BetterOutstanding Good Satisfactory Poor
2011-12 92% 52% 40% 8% 0%
2010-11 92% 46% 46% 8% 0%
2009-10 91% 38% 53% 6% 3%
www.derby.ac.uk/ehs
There is a strong trend towards outstanding overall and in the majority of the specific aspects (e.g. quality of written feedback).
Typical student comments for placements rated as good or better
Induction day was well organised.I felt like a welcome and included member of the teaching team.I felt valued.The mentoring style balanced strong support with freedom to learn from mistakes, to experiment and to be creative.I was valued.Feedback was clear and fair with manageable targets.Strengths as well as weaknesses were noted in feedback.The mentor had time for me and knew what was expected.I gained support and useful feedback from colleagues in addition to my mentor.I was graded fairly with reference to university criteria.People were not judgemental.
www.derby.ac.uk/ehs
Induction day was not well organised The mentor did not understand what was expected. The mentor did not spend time with me and seemed very pressured. The mentor told me on the first day that she did not ask for a 2nd year student. A job share situation made communication difficult. Feedback focussed exclusively on the negative. People were judgemental about what I was doing poorly. The mentor would not award good or outstanding grades even though I had achieved the criteria because he felt that
a student teacher couldn’t be ‘good’ yet. The mentor did not use the university criteria. There curriculum was very tightly controlled. There was no space to learn from failure. There was no space to be creative. There were no or very few opportunities for feedback from people other than the mentor.
Typical student comments for placements rated less than good
www.derby.ac.uk/ehs
The Role of Students in supporting assessment of their attainment and in securing high levels of attainment
www.derby.ac.uk/ehs
The role of the student Throughout the programme, students are expected to:
Accept, enquire about and act upon the feedback and targets they receive from more experienced colleagues.
Evaluate in an increasingly systematic way, the impact of their teaching on outcomes for learners.
Engage in reflection, individually and with others. Track and evidence their own progress and attainment against stage specific criteria provided
in the Assessment Handbook. Be proactive in securing opportunities to develop professionally. Use the weekly progress meeting, RRP and the placement file (professional record) as tools
for achieving the above.Hence, more experienced colleagues should promote and support a collaborative approach to the
assessment of progress and attainment.
www.derby.ac.uk/ehs
The Record of Reflective Practice (RRP)
Students should use the RRP meaningfully to:
Reflect upon (and not describe) their professional learning, particularly in terms of impact on pupils.Design SMART targets (informed by appraisals, informal feedback and self-evaluation) that will support progressive attainment of the Teaching Standards and evaluate their progress towards these.Note sources of evidence for the attainment they confirm in their RRP.Refer to their RRP during discussions of progress and assessment.
Hence, more experienced colleagues should invite students to refer to the RRP in weekly progress meetings and when writing reports at the end of assessment phases (AP1, 2 and 3)
www.derby.ac.uk/ehs
Student attainment and pupil progressGrading criteria make reference to outcomes for children.
Grading decisions must be informed by evidence of ; the students’ impact on the children’s well-being. amounts and rates of children’s progress and
Students need to develop systems of professional record that enable them to:
Make appropriate interventions to deepen progress for learnersExplain and evidence the impact of their practice on children’s progressAccount for amounts and rates of progress
www.derby.ac.uk/ehs
Student teachers and pupil progress
A ‘hit and miss lesson’ results from a general assessment and understanding of what children need. It meets most children’s needs but not all. It might include unnecessary repetition of work. For Ofsted, this is satisfactory teaching.
‘Hit and miss’ lessons don’t happen when they are formed from an accurate, astute understanding of who needs what so that everyone moves forward in steps fitting for their stage of development. For Ofsted, this is outstanding teaching.
What implications does this have for students in terms of their systems of professional record?
The Placement File The expectations of content for the placement files change as students progress
through the course. Expectations are carefully designed to dovetail into programme inputs, stage specific
criteria and the Teaching Standards. It is important to regard the placement file not as a bureaucratic inconvenience but
as a meaningful: tool for securing effective planning and teaching. store for information about what children have achieved and what they need
next. a place to account for and illustrate the student’s own progress and attainment
against the standards, particularly in terms of outcomes for children. a developing portfolio of best practice. a statement of values and aspirations
www.derby.ac.uk/ehs
Placement File Expectations
An interactive file glossary is available online via the Reflective Teaching Modules.
It describes and illustrates what is expected at each stage of the programme.
Examples and exemplary materials are available via hyperlinks.
Students are expected to explore the file glossary thoroughly as a preparation for their placement.
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''One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.'' (Carl Gustav Young, Swiss psychologist and psychiatrist)
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