joy carroll ug manager primary placements summer term 2014 ug2 school experience 2 march 2015
TRANSCRIPT
Joy CarrollUG Manager Primary Placements
Summer Term 2014UG2
School Experience 2
March 2015
SE Overview - UG2
Term 1 Term 2 Term 3
2 week unassessed block
------------------------Professional Studies -----
Core Subjects 1 Core Subjects 2
ICT 1 ICT 2
Foundation Subjects
(Art, Hist, PE) (DT, Geog, Music)
2 week unassessed and 5 week assessed block
Expectations HandbooksSE Handbook ( green)RP and SE FileClass teacher Handbook AssessmentObservation form, SE Report, grading Support from UWExpectationsSE University TutorPlacements Partnership Team
Opportunities for co-planning, co-teaching and co-evaluation
Opportunity for a supportive relationship and to co-coach one another
What are the advantages and difficulties of having paired placements in your school ?
Good, equal relationship (each student does not grade the other student’s teaching)
Listening skills Constructive feedback to partner Constructive response to feedback Not taking things personally Working together for improvements Taking and sharing responsibility
Preliminary Visit: Wednesday 11th March 2015
During this visit, students should obtain necessary information regarding planning for the summer block practice. They should also arrange to follow two curriculum areas across the school if possible.
The pre-practice tutorial No trainee teacher will be able to start
teaching without having had SE files (including planning) checked.
The Post-Practice TutorialStudents meet their SE tutor and take along their
attendance sheet and SE report.
University Expectations - checklistComplete the phonics and Maths school Based Task.Complete a directed task to explore transitions before and after the phase they are trained to teach.
Consider the topic areas and sessions that you will be teaching - Develop these into medium term plans.
Undertake one-to-one teaching in English and Maths, as directed by the class teacher.
Co-plan, co-teach and co-evaluate at least four whole class lessons. This should include the class teacher as well as a fellow student if paired.
Support the class teacher when they are not co-teaching.
• Co-plan, co- teach and co-evaluate 3 whole class lessons – teacher and student (or in paired practice, students co-teach)
• Focus assessment on 1 child from low, middle and high ability groups for English, Maths and Science or Specific areas for EYFS. Discuss their progress and gather evidence about their achievements; demonstrate how your lessons use this assessment to inform your lesson plans.
• Evaluate each lesson, one in detail each day and annotate other lesson plans to inform future planning.
• Discuss with the teacher about a possible display
• Carry out one formal observation and written feedback per week
• Organise a weekly review and set targets for following week.
As for week 1 plus:
Co-plan but individually teach a core area of the curriculum or EY area of learning.
For week three, co-plan but individually teach another core subject or EY area of learning. In addition individually plan, teach and evaluate two whole class lessons of your choice.
Gather evidence of the learning of the three target children in English, Maths and Science or EY specific areas. Discuss progress and gather evidence about their achievements
Discuss class record keeping procedures for the three selected children from the low, middle and high ability groups and set up suitable methods of recording attainment.
Mid-point review – a copy of this must be sent to Liz Davies ([email protected]) by Monday Friday June 8th 2015.
Take responsibility for the day to day running of the class
Teach the whole class for approximately 60% (40% paired)of the timetable including at least
- 3 lessons of Literacy, - 3 of Numeracy (or EYFS equivalent) - 3 other lessons (or other EYFS specific areas ) each week.
Analyse evidence gathered about the three target children. Discuss their progress and level work in English, Maths and Science/EY
Specific areas. Show how you use this evidence to inform your next steps.
Complete a display of children’s work. Complete the SE evaluation online as soon as possible. The School Experience report should be emailed to [email protected] by Friday 12th June 2015.
IT IS THE TRAINEE TEACHER’S RESPONSIBILITY TO MAKE SURE
THAT IT IS COMPLETED AND IS SENT TO THE RIGHT PLACE BY THE
APPROPRIATE DATE.
RP• Reflective document; in school at all times• Must be completed before SE Report is
written- must have evidence in it, matched to the Teachers’ standards
• Teacher’s responsibility to link with weekly review
• Student’s responsibility to give it to teacher for comments when agreed
SE File Class teacher Handbook Teachers’ Standards Booklet SE Evaluation form
Standards
Strengths
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
Standard 7
Standard 8
Reflection on Continuous Professional Development:Creating an Action Plan for Development during Professional Placement Two
Standards Grade That You Would Like To Achieve By End of SE2:
Specific Actions To Undertake To Achieve This Grade:
Standard 1: (Development)
Standard 2: (Development)
Standard 3: (Development)
Standard 4: (Development)
Standard 5: (Development)
Standard 6: (Development)
Standard 7: (Development)
Standard 8: (Development)
Lesson observations with grades OT1,OT2,OT3 and E
SE tutors will phone during the unassessed two weeks to check that all is going well. There will be two visits during the assessed block.
Informal feedback Mid –point and Final SE report
A copy of the report should be emailed to Liz Davies ([email protected]) by Friday June 12th 2015
Each trainee will receive 2 visits from SE tutor in week 2/3 to carry out a joint assessed observation and in week 4 /5.
Each trainee needs I assessed observation by class teacher each week.
With best practice, the trainee will have plenty of informal feedback as the practice progresses.
See flow chart for grading criteria.
Flow Chart for Trainee Progress
SE2 UG / PG
1ST Action Plan agreed with SE
Tutor and School
SE Tutor 1st visit
During SE, after any observation, Targeted Support issued if any Emerging Standards (E)
identified.
Locality Assessor (LA) visit during the following week. Joint observation with SE Tutor and
mentor / class teacher.
MID-POINT REVIEW
To be returned to Liz Davies (Partnership office)
OT1
OT2
OT3
Final 2 weeks SE Tutor to visit – joint observation.
Provisional Placement Grade agreed.
PASS Report and Final SE Grades
sent to Liz Davies (Partnership office)
OT3 2nd Action Plan agreed
PASS Continue Practice
FAIL
RE-SIT
PASS / FAIL
FAIL Interview with
Course Leader for Exit Strategy
Placement withdrawal during SE. Course Leader to deem it
pass or fail after consideration of any relevant medical, personal
or professional issues. Fail or Organise re-sit, if
appropriate
PASS - Final Report and Action Plan carried forward to SE3
Form sent to Liz Davies (Partnership office)
If another TS issued Senior University staff and SE Tutor
observation and/or mentor class
teacher
RESIT
E
If a trainee is given a grade E (emerging) for an observation, they should be issued with a Targeted Support form.
Please discuss and set specific (and realistic) targets, set a review date and send a copy of the form to Elizabeth Davies. The trainee will be observed on the review date by a member of the Partnership Team.
At the review the SE Tutor and a Locality Assessor will visit to make a judgement about whether the placement should continue. If the targets have not been met, the trainee is likely to fail.
If you have any concerns, please act swiftly.
If in doubt, contact the SE Tutor or someone in the Partnership Team .
Thank you !
Viv Cooke Head of Centre for Primary ITE 01905 [email protected]
Jill JacksonHead of Strategic Partnership 01905 [email protected]
Gill Wood PGCE Manager Primary Placements01905 5420
Joy Carroll UG Manager Primary Placements 01905 855050