Brunel Secondary Partnership Conference

Friday 27th September 2013

Welcome!

Outcomes for the day:

Understand the changing landscape of Initial Teacher Education (ITE), the nature of partnership and our roles within current and likely future arrangements.

Develop your skills as Mentors and Professional Co-ordinating Mentors (PCMs).

Develop your understanding of how to use Ofsted criteria to observe lessons and provide feedback.

Understand Brunel’s new secondary partnership documentation to support the professional learning of our student teachers.

Meet with your student teacher and begin the process of collaboratively planning the professional learning programme.

Improving Outcomes for Student Teachers

Partnership Priorities Use of data across the partnership to support student outcomes; Documentation and processes; Integration of university and school provision; Enhanced provision required for Student Teachers:

Meeting the needs of gifted and talented pupils, EAL pupils and those from ethnic minority backgrounds (TS1, TS5);

Pupil attainment, progress and outcomes (TS2, TS5, TS6, TS7); Communication with parents (TS8); Reflecting systematically on the effectiveness and approaches to

teaching (TS3, TS4, TS5, TS6); Unit and lesson planning (TS1, TS4); Monitoring, assessment and reporting (TS2, TS6, TS8); Working with support staff (TS8); The use of ICT (TS4); Safeguarding, e-safety (Part Two); National Curriculum (TS3, TS4); Subject knowledge (TS3); Literacy and numeracy (TS3).

Effective target setting - a Brunel Secondary ITE Partnership development priority area Students, PCMs, mentors and departmental colleagues

understanding and using the Profile level descriptions effectively and consistently

Aspirations for all student teachers to meet the high level descriptions for the Teachers’ Standards

Designing professional learning experiences that support student teachers meeting these aspirations

Effective feedback – verbal and written Effective target setting – SMART and supports student

teachers in meeting the high level descriptions A continuous process of professional learning

The Professional Learning Process

Course Preparation

Foundation Phase

Development Phase

Consolidation Phase

First Post/Induction

The Professional Learning ProcessIdentified Professional Learning Needs

(Foundation Initial Needs Analysis or Development/Consolidation Action Plan)

Professional Learning Activities and Timetable

Weekly Professional Learning Targets(Weekly Professional Learning Record: Meeting)

Weekly Professional Learning: teaching/other activities(*Lesson Feedback Record and Professional Learning Activities)

Interim profile

Weekly Professional Learning: teaching/other activities*

End of Phase Profile

Planning Professional Learning NeedsThe following documents provide key information which identifies professional learning needs at the start of the three phases of the course.

The Overview Profile (PGCert p4)Foundation phase background information including details about pre-course school and other experiences.

Foundation Phase Initial Needs Analysis (PGCert p20) Development Phase Action Plan (PGCert p38-39/UG p13-16) Consolidation Phase Action Plan (PGCert p55-56/UG School

Experience Handbook p122)Informs the student teacher’s learning priorities for the phase. This is completed following discussions with the university tutor and school mentor.

A Student Teacher Case Study(Foundation Phase Example)

PGCert Overview Profile and Initial Needs Analysis

Pre-course school experience

CV

Interview and application data

Subject knowledge

Specific areas of strength and development

Areas of interest

Overview Profile and

Initial Needs Analysis

Activity 1 – Target setting and designing for initial needs Review the information you have gathered from the

Overview Profile and Initial Needs Analysis for Student Teacher X.

Use this to complete the ‘Action and Support’ column of the Initial Needs Analysis document.

Weekly Professional Learning Record (WPLR) (PGCert p21/UG p25)In preparation for the weekly timetabled meeting: The Student Teacher reflects on the week’s professional learning and

collates evidence against targets that were set for the week; The reflective process includes considering targets met and possible

targets for the following week; The Student Teacher completes most sections of the WPLR in advance

of the meeting.

In the meeting: Professional learning and evidence for the week is discussed, using the

record as a focus; Focussed targets are set in relation to the Teachers’ Standards for the

following week; Some of these targets feed into the Lesson Feedback Record (LFR); The content of the meeting is recorded on the WPLR.

Brunel Lesson Feedback Record (PGCert appendix/ UG p57-63)

Number of Lesson Feedback Records (LFRs) required: Foundation phase: 2 x LFRs per week or 4 x per fortnight. Development and consolidation phase: 3 x LFRs per week or 6 x per

fortnight. Transition phase into first post/end of consolidation phase: total of 3 x

transition LFRs, which use Ofsted grading of lessons. Provided for the observer by student for targeted lessons: blank LFR; copy of

lesson plan; Teachers’ Standards laminate; other info i.e. seating plan, resources etc.

Completed LFR accompanied by annotations on the student’s actual lesson plan. (Annotate lesson plans for lessons without LFRs).

Weekly TS targets included by student in advance on LFR. Lesson specific TS targets drawn from last LFR and again included in advance

on LFR. Comments on pupil progress and achievement against intentions for the lesson. Strengths and targets using TS and TS evidence outside of these targets too. Descriptors which set aspirations for high quality lessons mapped to TS.

Professional Learning Activities (PGCert appendix/UG p17) Meeting student teacher’s individual learning needs Addressing partnership priority areas (which include

national priority areas) Cross referenced to Teachers’ Standards – evidence of

learning Facilitate learning outside of class teaching

Activity 2 – Target setting and designing for ongoing weekly learning needs

Consider the WPLR and associated evidence for Student Teacher X for two consecutive weeks. In preparation for week 3 for this student please complete the following:

Complete the Teachers’ Standard related targets section at the end of week 2’s WPLR in preparation for week 3;

Identify which of these targets would appear in the LFRs for week 3.

Recap of the Professional Learning Process so far…Weekly Professional Learning: teaching and other activities

Interim profile

Weekly Professional Learning: teaching and other activities

End of Phase Profile

The Interim and end of phase Profile (PGCert p29/UG p27) Consistent descriptors based on nationally agreed

criteria Grading system is:

H - High G - Good M - Minimum U - Unsatisfactory

Specified dates for PGCert and UG interim and end of phase Profiles

Profile processes for all phases

Interim phase

• Student self assessment making reference to specific evidence • Mentor comment with rationale• Grade is agreed• Targets set for rest of phase

End of phase

• Student self assessment making reference to specific evidence• Mentor comment with rationale• Grade is agreed• Targets set for next phase

Professional Learning Action

Plan

• Draws on targets from last end of phase Profile• Inform the early TS targets in the Weekly Professional Learning Records• Informs the early TS targets in the Lesson Feedback Records• Informs Professional Learning Activities

Activity 3 – Target setting and designing for next learning phase needs Review the end of phase profile for Student Teacher X.

Use the information to set targets for the Development Phase for 3 of the Teachers’ Standards.

Look at the Professional Learning Action Plan (PGCert p38/UG p13) to see how the profile document is used to agree and set targets for the next phase.

What next?

Contacts and Website Sunita Babbar (PGCert Mathematics): sunita.babbar@brunel.ac.uk Anne Chappell (PGCert Physical Education):

anne.chappell@brunel.ac.uk Cathy Gower (BSc Secondary Education and Physical Education):

cathy.gower@brunel.ac.uk Sarmin Hossain (PGCert Computer Science and Information

Communication Technology: sarmin.hossain@brunel.ac.uk Rob Toplis (PGCert Science): rob.toplis@brunel.ac.uk

Partnership Development Unit: sse@brunel.ac.uk Michelle Evans (PDU Manager): michelle.evans@brunel.ac.uk

Partnership website: http://www.brunel.ac.uk/sse/education/partnerships/secondary

PGCert only - Timetable WeightingFoundation:

Normal teacher teaches approximately 80-85% of full timetable;

Trainees should plan units and lessons for approximately 33% of this 80-85%;

A further 33% of this 80-85% is for training activities;

Remaining non-contact time is for planning and assignment writing.

Development and Consolidation:

Normal teacher teaches approximately 80-85 % of full timetable

Trainees should plan units and lessons for approximately 60-65% of this 80-85 %;

A further 10%-15% of this 80-85 % is for training activities

Remaining non-contact time is for planning and assignment writing.

PGCert only - Timetable Weighting: Foundation Phase

School Timetable

100%

Main Scale Teacher80-85%

Teaching33% *

Other Training

Activities33%

Total ‘Contact’

66%

Research, and

Preparation34%

20 16 6 6 12 425 20 7 7 14 630 24 8 8 16 8

* Please note: percentages and periods indicated are approximate and may be adjusted slightly where appropriate or necessary.

PGCert only Timetable Weighting: Development and Consolidation Phases

* Please note: percentages and periods indicated are approximate and may be adjusted slightly where appropriate or necessary.

School Timetable

100%

Main Scale Teacher

80%

Teaching60%*

Training Activities

15%

Total ‘Contact’

75%

Planning and

Preparation25%

20 16 10 2 12 4

25 20 12 3 15 5

30 24 14 4 18 6