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PGCE Early Years and Primary

Module 12385 Teaching in the Early Years

Module 12391 Teaching in the Primary School

Summer TermPlacement Handbook

2018

Monday 16th April 2018 - Thursday 5th July 2018

ContentsIntroduction..............................................................................................................................2

LIST OF CONTACTS...............................................................................................................4

ACKNOWLEDGEMENTS........................................................................................................5

Key Dates and Events Before and During Placement.............................................................6

PGCE Summer Placement SCHOOL EXPERIENCE..............................................................7

TEACHING COMMITMENT.....................................................................................................7

PGCE School Experience Summer 2018................................................................................9

Placement Overview................................................................................................................9

Induction Checklist.................................................................................................................13

GUIDANCE FOR THE SCHOOL MENTOR...........................................................................18

GUIDANCE FOR THE CLASS TEACHER............................................................................19

GUIDANCE FOR THE PLACEMENT TUTOR.......................................................................21

Formal Lesson Observations during the Placement..............................................................22

SUPERVISION AND ASSESSMENT OF SCHOOL EXPERIENCE......................................22

SUPPORTING TRAINEES’ PROFESSIONAL DEVELOPMENT..........................................22

WHO TO CONTACT IF A PROBLEM ARISES......................................................................23

Frequently Asked Questions..................................................................................................25

Please refer to the Additional Guidance Handbook for the following guidance and proformas:EQUAL OPPORTUNITIESTRAVEL TO PLACEMENTSGENERAL CONDUCT AND ABSENCEPROCEDURES FOR ABSENCEMITIGATING CIRCUMSTANCESGUIDANCE ON USING THE LESSON OBSERVATION FEEDBACK FORMLESSON OBSERVATION FEEDBACK FORMGUIDANCE FOR TRAINEES ON WRITING MEDIUM TERM PLANS LESSON EVALUATION GUIDANCE LESSON EVALUATION NOTESHEETWEEKLY EVALUATION AND REVIEW GUIDANCEWEEKLY EVALUATION AND REVIEW FORMMONITORING, ASSESSING AND RECORDING PUPIL PROGRESSASSESSMENT, RECORD KEEPING – FAQSFORMATIVE ASSESSEMENT RECORDING SHEETPUPIL PROFILE SUMMATIVE ASSESSMENT RECORDREQUIRING SIGNIFICANT IMPROVEMENT (RSI) PROCESS 2016

INTRODUCTION

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This handbook is provided for trainees, school mentors, class teachers and university placement tutors, to provide guidance with regard to the summer term placement. It was decided that, rather than have separate handbooks for trainees, tutors and school staff, it would be better to have a single handbook so that everyone has the same information and is aware of the nature of everyone’s role in the training process.

Most of the information contained in this handbook should be of general interest to all those involved with the summer term placement, so please have a brief look at the whole booklet. Some sections will be directly related to your role and so will need to be studied more carefully.

As with all the documents which we produce, we welcome feedback on content and suggestions for changes and additions for future editions.

Caroline Lundy

School Experience Co-ordinator

PGCE Early Years 3-7 & Primary 5-11 Programme

University of Hull

Dr Charlotte Garbutt

School Experience Coordinator

PGCE SCHOOL DIRECT Early Years 3-7 & Primary 5-11 Programme

University of Hull

February 2018


LIST OF CONTACTSSchool Experience Coordinator Caroline Lundy [email protected]

PGCE Team John BennettJulie BrierleyPaula ClaughtonPaul Hopkins

[email protected] [email protected] [email protected]@hull.ac.uk

Senior Partnership Area Tutor Charlotte Garbutt [email protected] Placements & Study Abroad Office Mandy Liversedge

Placement & Study Abroad OfficerTeresa SuthersPlacements & Study Abroad Administrator

[email protected]

Partnership Area Tutors Kirsty BattyRebecca ChesterLouise FrenchSuzanne GroomRebecca PyleKaren McPherson Liz Smith Suzi Storr

[email protected] [email protected] [email protected] [email protected] R. [email protected] [email protected] [email protected] [email protected]

Placement Tutors Geraldine AlamDuncan Baird Annabelle BothamAngela HockingRebecca JordanClare ShawAndrea StampJonathan SwainClaire Bettany

[email protected] [email protected] [email protected] angelahocking55gmail.com [email protected] [email protected] [email protected] [email protected] [email protected]

mailto:[email protected]












ACKNOWLEDGEMENTS

CLASS TEACHERS

The success of trainees on school experience relies on the commitment and goodwill of class teachers. Class teachers welcome trainees into their classroom, give time before and after school to support trainees’ planning and share their expertise. Trainees must remember to consider the professional partnership we expect you to fulfil; you are an invited guest.

SCHOOL MENTORS AND PLACEMENT TUTORS

We are aware of and very grateful for the commitment and efforts of school mentors and the placement tutors who are highly trained and will support and guide you through your placement.


KEY DATES AND EVENTS BEFORE AND DURING PLACEMENTPre-Placement Meetings (for mentors and placement tutors)

Thursday 12th April 2018 – 4.15 to 5.15 pm, the Lawns Centre, Cottingham

Induction Weeks at Summer Placement SchoolMonday 16th April until Friday 27th April 2018.

Block Placement at the Summer Placement SchoolMonday 30th April until Thursday 5th July 2018.

Review Point A Grades to be submitted no later than Friday 4th May 2018

Partnership Meetings (for mentors and placement tutors)

Thursday 24th May 2018 – The Lawns, Cottingham, HU16 5SQ 1.30 – 3.30 pm

Please attend the meeting most convenient. £100 (half day) supply cover will be paid if required following attendance at the meeting. Mentors will need to bring the University files belonging to the trainees at their school and completed lesson observations.

Review point B Grades to be submitted no later than Wednesday 16th May 2018.

Tutorial with placement tutor one morning (Thursday 24th May 2018). This could be your PPA for the week.

Half termMonday 28th May until Friday 1st June (inclusive). Support tutorials will take place during this period if necessary.

Final TDP gradesGrades to be submitted no later than Wednesday 4th July 2018

PGCE SUMMER PLACEMENT SCHOOL EXPERIENCE/tt/file_convert/5b326c6c7f8b9aa0238c3d64/document.docx 7

This block of school experience builds upon the work done in schools during the Spring School Experience. It aims to develop the range of skills and understanding required for trainees to meet the Standards for the award of Qualified Teacher Status (QTS

The placement is in one class over a period of 9 weeks. Following the induction period, trainees take over responsibility for the learning of all the children in the class, in the primary core subjects, as well as the foundation subjects. Teaching approximately 70 - 75% of lessons from the outset and this remains constant throughout the placement. This can be organised to meet the needs of the class and school.

Aims

This school experience aims to: Offer further contact with children and teachers; Develop the skills and understanding needed to become very good teachers, including increasing

responsibility for planning, teaching and assessment. Meet the Professional Standards for the award of QTS in the key stage of the placement; Provide opportunities for trainees to understand and make a contribution to the wider school

community; Develop the trainee’s independence and effectiveness in extending children’s learning in the core

subjects and foundation subjects; Further develop the constructive evaluation of the trainee’s role in the teaching and learning process; Promote the trainee’s responsibility for his or her own professional development. Encourage trainees to maintain systematic records of planning, monitoring, assessment, evaluation and

target setting using the school’s assessment procedure. Undertake quality marking and give feedback to the whole class. Require trainees to maintain evidence of their achievement of the Standards in the key stage of this

placement.

TEACHING COMMITMENT During the induction period, negotiate greater responsibilities with your class teacher so that you

can teach a few complete lessons to the whole class. By the end of the induction period it would be beneficial if you could have taught at least 4 of English lessons/activities, 4 mathematics lessons/activities and 4 other lessons/activities. These should be based on the teacher’s medium term planning, but you will need to produce your own lesson plans, in consultation with the class teacher.

Discuss with your class teacher how you can assume responsibility for assessment during your placement (e.g. marking work, setting targets etc.) in accordance with the details on the overview.

Teaching approximately 70 - 75% of lessons from the outset and this remains constant throughout the placement. This can be organised to meet the needs of the class and school.

When planning your 70 - 75% teaching load please take into consideration your targets from your spring placement as well as meeting the needs of the school and class.

Arrange

This teaching load can be achieved in different ways, for example:


If your placement is taking place in the EYFS the teaching responsibility may look different due to the organisation of the class, number of adults etc but the expectation is still 70-75% of the workload.

Another issue to negotiate with your class teacher is the balance between teaching core and non-core subjects. If you teach all of the mathematics and literacy this is likely to be a 50% teaching commitment. If science is added to this (another 5-10%), there is not much scope for teaching a range of foundation subjects, RE, PSHE etc. There is certainly nothing wrong with teaching all of the mathematics and literacy, but trainees often share this with the class teacher, thus freeing up time to teach additional foundation subjects

Using Your Non-Teaching Time

You should not be expected to be using your non-teaching time to support children in the classroom etc. It is the equivalent of teachers’ PPA (planning, preparation and assessment) time and so should be used for those three things. Additionally, you should use some of your non-teaching time to:

Observe good practice, both in your own classroom (i.e. your class teacher) and more widely in the school.

Carry out the necessary research for school-based assignments e.g. have discussions with particular members of staff, or engage in activities with groups of children.


PGCE SCHOOL EXPERIENCE SUMMER 2018PLACEMENT OVERVIEW

Date Suggested activities* Observation/review grades etc

Induction visits

16-20th April

23rd-27th April

Collect information about school and class including policies (electronic) and planning. Targets and pen portrait shared with class teacher and mentor. Take an active role in all lessons and activities within the class and school. Discuss what this might be

with the class teacher. Begin to identify the professional role of a teacher by undertaking playground duties, attending staff

meetings etc. Set up 3 files – ‘blue’, teaching and monitoring and assessment files. Support the class teacher during lessons by working with groups and individuals. Agree activities for week 1 and ensure that expectations for planning are clear. Be proactive during the first few induction days and ensure that you get involved in supporting groups of

children and individuals. Try to do some work with the whole class during the first few induction days, for example read a story, or

take responsibility for part of a lesson e.g. the oral-mental starter in mathematics. During the induction period, negotiate greater responsibilities with your class teacher so that you can

teach a few complete lessons to the whole class. By the end of the induction period it would be beneficial if you could have taught at least 4 of English lessons/activities, 4 mathematics lessons/activities and 4 other lessons/activities. These should be based on the teacher’s medium term planning, but you will need to produce your own lesson plans, in consultation with the class teacher.

Discuss with your class teacher how you can assume responsibility for assessment during your placement (e.g. marking work, setting targets etc.) in accordance with the details on the overview.

30th April-4th May

Week 1

Teach approximately 70 - 75% of lessons from the outset and this remains constant throughout the placement. Plan and evaluate using focussed activity plan.

Take an active role in all lessons and activities within the class and school. Discuss what this might be with the class teacher.

Additional activities for groups under the guidance of the class teacher. Evaluate/assess these activities with the class teacher if possible.

Keep formative assessment records, using the school's systems where possible, on the children you have worked with.

Complete the Weekly Evaluation and Review Form, attendance at weekly review meeting with mentor, target setting for following week using TPDP and Weekly Evaluation and Review Form. Send this document to your placement tutor and agree an overall grade with your mentor.

PPA equivalent to 20% of week (to include observation in other classes where possible.)

Observation of trainee by school

Send Review Point A grades to placement tutor who will email to [email protected] by Friday 4th May 2018




Send the Review Point A grades for each standard and the weekly review form to your placement tutor by Friday 4th May 2018.

8th – 11th May

(7th May bank holiday)

Week 2

Teach 70 - 75% of lessons. Plan using the school’s weekly planning format and a focussed activity plan. This should include phonics

if possible (Early Years and Key Stage 1). Keep formative assessment records, using the school's systems where possible, on the children you have

worked with. Take an active role in all lessons and activities within the class and school. Discuss what this might be

with the class teacher. Plan activities for groups using the teachers' planning. Evaluate/assess these activities with the class

teacher if possible. Complete the Weekly Evaluation and Review Form, attendance at weekly review meeting with mentor,

target setting for following week using TPDP and Weekly Evaluation and Review Form. Send this document to your placement tutor and agree an overall grade with your mentor

PPA equivalent to 20% of week.

Possible joint observation by school mentor and placement tutor.

14th - 18th May 2017

Week 3

Teach approx 70 - 75% of lessons. Plan using the school’s weekly planning format and a focussed activity plan Mentor to attend the Partnership Meeting Planning should use the school's weekly format(if appropriate) and focussed activity plans Keep formative assessment records, using the school's systems where possible, on the children you have

worked with. Take an active role in all lessons and activities within the class and school. Discuss what this might be

with the class teacher. Plan activities for groups using the teacher’s planning. Evaluate/assess these activities with the class

teacher if possible. Complete the Weekly Evaluation and Review Form, attendance at weekly review meeting with mentor,

target setting for following week using TPDP and Weekly Evaluation and Review Form. Send this document to your placement tutor and agree an overall grade with your mentor.

PPA equivalent to 20% of the week. Send the Review Point B grades for each standard and the weekly review form to your placement tutor by

Wednesday 16th May 2017

Possible joint observation by school mentor and placement tutor

Attendance at Partnership Meetings (mentors only)

Send Review Point B grades to placement tutor who will email to [email protected] by Wednesday 16th May 2017

21th – 25th May

Week 4

Teach approx 70-75% of lessons. Plan using the school’s weekly planning format and a focussed activity plan Planning should use the school’s weekly format (if appropriate) and focussed activity plans. Keep formative assessment records, using the school's systems where possible, on the progress of

children you have worked with. Plan activities for groups using the teacher’s planning. Evaluate/assess these activities with the class

teacher if possible.


Individual tutorials, Thursday 24 May 2018 at the Lawns Centre between 9am - 12noon.

Partnership Meeting





PPA equivalent to 20% of the week.

Thursday 24 May 2018 1.30 – 4.30 at The Lawns, Cottingham

4th – 8th June

Week 5

Teach approx 70 – 75 %of the class teacher’s role. Planning should use the school’s weekly format (if appropriate) and focussed activity plans. Keep formative assessment records, using the school's systems where possible, on the progress of

children you have worked with. Complete the Weekly Evaluation and Review Form, attendance at weekly review meeting with mentor,


PPA equivalent to 20% of the week


11th – 15th June

Week 6

Teach approx 70-75%, it may include some teaching of the foundation subjects. Planning should use the school’s weekly format (if appropriate) and focussed activity plans. Keep formative assessment records, using the school's systems where possible, on the progress of

children you have worked with. Complete the Weekly Evaluation and Review Form, attendance at weekly review meeting with mentor,




18th – 22nd June

Week 7

Teach approx. 70 - 75% of lessons. This can be organised to meet the needs of the class and school. It may include some teaching of the foundation subjects.

Keep formative assessment records, using the school's systems where possible, on the progress of children you have worked with.




25th – 29th June

Week 8

Teach approx 70 - 75% of lessons. This can be organised to meet the needs of the class and school. It may include some teaching of the foundation subjects.

Keep formative assessment records, using the school's systems where possible, on the progress of children you have worked with).


Trainee, mentor and placement tutor to complete the appropriate parts of the TPDP. Placement tutor to complete Reference Notepad. Send to trainee’s Academic Support Tutor (AST). PPA equivalent to 20% of the week



Send your weekly review form to your placement tutor and ensure final grades have been sent to the Partnership Office by Wednesday 4th July 2018

2nd-6th July

Friday 6th July 2018 tutorials

Teach for 70 - 75%% of lessons. Complete any formative assessment records, using the school's systems where possible, on the progress

of children that you have worked with. Joint observation by school mentor and placement tutor. Trainee, mentor and placement tutor to complete the appropriate parts of the TPDP. Placement tutor to complete Reference Notepad. Send to trainee’s AST. Send your Weekly Review Form to your placement tutor and ensure final grades have been sent to the

Placements and Study Abroad office by Wednesday 4th July 2018. Begin to hand over the class during this week in preparation for finishing the placement on Thursday 5

July 2018. Trainee tutorials in the university on Friday 6th July 2018.

Joint observation by school mentor and placement tutor. Send Final Grades to grades to placement tutor who will email to [email protected] by Wednesday 4th July after sharing with trainee.

Completion relevant parts of the TPDP by the trainee, mentor and placement tutor including the reference notepad.




INDUCTION CHECKLISTTrainees will spend ten induction days in their final placement school. The following list provides an indication of the information and activities trainees should undertake during their induction days. Please file relevant information in the Teaching or M&A file.

The School’s Routines, Policies and Procedures

Gather general information about the school; e.g. size, design, catchment area, staffing (including support staff).

Obtain and read copies of key policy documents e.g. behaviour policy, equal opportunities, assessment/marking, health and safety, first aid, restraining pupils, individual subject policies, handwriting.

Discuss the protocol relating to confidentiality with regard to any information written down about children.

Find out about the timings of staff meetings/briefings and any staff training sessions which will take place during your time in the school. Are you expected to attend these meetings and events?

How are British Values embedded in your school?

Find out about any expectations regarding a dress code for staff, the wearing of jewellery, body piercings etc.

Ask about the practicalities of using the staffroom, e.g. do you have to bring your own cup, how do you contribute to the cost of tea/coffee?

School Staff

Meet with your mentor to have a general discussion about the forthcoming teaching placement and discuss placement overview document.

Establish a good working relationship with your teacher and mentor.

Provide your mentor and your class teacher with a copy of your Pen-Portrait document.

Share your strengths and targets, identified at the end of the Spring Placement, with your mentor, so that he or she can provide targeted advice and support.

Come to an agreement with your teacher and mentor regarding how you can communicate with one another when you are not based in school (telephone numbers and or email).


Get to know the staff you will be working with during the placement, including support staff.

Start to make enquiries as to how you can become involved in extra-curricular activities during the placement.

Find out about staff who have expertise in teaching particular subjects so that you can investigate the possibility of observing them or arranging to speak to them as part of your research for assignments.

The Children

Make lists of the children's names, ages and any necessary records related to reading and mathematics achievements and any associated problems. Begin to collect and analyse class tracking data and identify individual specific needs.

Learn as much as possible about the children's levels of ability, previous experience and short term future needs; how does the teacher cater for the different abilities within the class?

Start to get to know the individual needs of the children e.g. their behaviour patterns, and usual responses to tasks, authority, and to other people.

Find out about any children with special educational needs (remember – these are not necessarily children with statements); how does the teacher cater for them? Start thinking about how you will cater for them.

Discuss with the teacher the approaches used to assess and record children's progress.

Investigate any setting arrangements that are in place for mathematics and/or literacy teaching

Produce seating plans to help you get to know the children’s names.

The Classroom Environment

Make a plan of the classroom (or classrooms) you will be working in.

Find out about the availability and location of resources.

Discuss the class routines which you are expected to maintain and, if necessary, /tt/file_convert/5b326c6c7f8b9aa0238c3d64/document.docx 15

negotiate those where you wish to make changes e.g. you might want to introduce your own ‘rewards’ system.

Note the strategies used by the teacher to maintain discipline. How do children leave/enter the classroom? What are the expectations in terms of children putting up their hands instead of calling out answers? Are children allowed to move around the classroom without permission? What sanctions are available for you to use to maintain good behaviour?

Observe the organisational strategies and behaviour management techniques employed by the teacher.

Find out about the procedures for creating displays in the classroom. Who is responsible for actually putting up the displays; the teacher or support staff? Which displays will you have responsibility for during the placement?

Curriculum, Timetable and Teaching

Obtain copies of the school’s medium-term planning documents for the spring term, so that you can begin to personalise them for your own teaching. Find out if the school follows a scheme for either mathematics or literacy and arrange to observe the teaching of the scheme. In addition, become very familiar with the systems involved in teaching the scheme e.g. Big Maths, Talk for Writing etc.

Find out about the school’s approach to medium-term planning, particularly the existence of planning teams. Which planning teams will you be a member of?

In consultation with the teacher, produce a timetable for the placement which represents a teaching commitment of 70 - 75%, which will remain constant throughout the placement.

Agree with the teacher the subjects and/or topic areas you will be teaching this term.

For each subject you will be teaching discuss the broad content that needs to be covered so that you can make a start on your medium-term plans.

Make any necessary arrangements with regard to the teaching of a subject e.g. if you and the teacher will be sharing the mathematics teaching, for example in a mixed age class, how will this work in practice?

Discuss availability of resources, and the possible use of visits and visitors during your placement.

Find out about the procedure for using the school’s photocopying facilities. Is there a limit to how much photocopying you can do?

During the induction period, negotiate greater responsibilities with your class teacher so


that you can teach a few complete lessons to the whole class. By the end of the induction period it would be beneficial if you could have taught at least 4 English lessons/activities, 4 maths lessons/activities and 4 other lessons/activities. These should be based on the teacher's medium-term planning, but you will need to produce your own lesson plans, in consultation with the class teacher. This will all help in you establishing yourself within the class as their future temporary teacher.

Work with groups and the full class for some lessons, and begin to build good relationships with the children, establishing yourself in their eyes as their future temporary teacher.

Make sure that the head teacher, mentor and teacher all know that you will be starting the placement on Monday 16th April 2018.


UNIVERSITY FILE TEACHING FILE MONITORING & ASSESSMENT

This is a professional working document and should be tidy, well organised and well presented.

It must be up-to-date and available in class at all times. This is assessment of your progress to date.

This file must contain:

Completed weekly evaluation and review forms (completed at the weekly mentor meeting)

TPDP (including pen portrait, ACE and spring reference Notepad and individual action plan).

Completed lesson observation forms with tutor/mentor signatures AND a copy of the lesson plan observed.

Blank lesson observation forms (x 9) for tutor/mentor

The file must contain

School and class information (in front of file)

Policies and Welcome Pack (in back of file)

Wider professional activities (in back of file)

Sections for each week using wide labelled dividers (see details below).

Section for medium term plans

Class timetable Personal timetable

In each weekly section you must have the following:

Today section Planning (lesson plans,

focussed activity plans, other planning)

Lesson evaluation notesheet (for advice on completion of these, see Additional Guidance Handbook)

Behaviour log - each week we strongly recommend that you critically reflect on Standard 7, logging any behaviour issues and the strategies used to address them. Set targets for this standard when appropriate.

(Additional EYFS information, follow setting’s procedures where possible)

During the placement you will be expected to carry out the same amount of monitoring and assessment that the class teacher would normally undertake.

The file must contain

Class assessment data (collected during induction)

School assessment policy (collected during induction)

Sections containing: Formative assessment

records (filed each week)

Formative assessment notes (e.g. pupil profiles) on children's learning, progress, behaviour etc. (filed each week)

Examples of children's work to be included where appropriate which will include learning journeys and observations in EYFS

PLEASE SEE THE ADDITIONAL GUIDANCE HANDBOOK FOR MORE INFORMATION.


GUIDANCE FOR THE SCHOOL MENTOR

The mentor is the member of staff in the school who oversees the support provided for ITE trainees and liaises with the class teacher and university placement tutor concerning trainee matters. The mentor has a significant role in guiding and supporting the trainee’s development both before and during the placement. The mentor together with the class teacher and university placement tutor, is responsible for assessing the trainee’s progress.

Prior to the Placement

Attend mentor training sessions as required

Attend pre-placement meeting Be familiar with the Teachers’ Standards and the grade descriptions in the Teaching and

Professional Development Profile and A5 booklet Ensure that class teachers are fully appraised of their role in relation to the trainee placements Notify the university partnership office if there are any concerns that may affect the trainees (e.g.

class teacher absent, Ofsted inspection during placement period).

During Induction Visits

Welcome the trainees to the school on the first day and arrange their introductory programme;

Take the trainees on a conducted tour of the school and introduce them to key staff Advise the trainees on practical issues such as the staff dress code, the use of staff room and office

facilities, procedures for paying for tea/coffee etc Provide selected school policies (preferably in a welcome pack), as appropriate to the needs of the

trainee on the placement Provide details of school organisation/management that may affect the trainee on the placement; Ensure that the trainees are settled in their classes Ask the trainees for a copy of their Pen-Portrait document, which will provide you with background

information about the trainees’ prior experience and areas of expertise Discuss the trainees’ strengths and targets identified in their Individual Action Plan, so that you can

provide targeted support and advice Liaise with the class teachers on the trainees’ progress Ensure that the trainees continue to feel settled and have access to all the information, materials

and resources necessary for them to complete their medium-term planning.

During the Placement

Arrange a programme of weekly meetings with the trainees to discuss particular topics (e.g. SEN, assessment, behaviour management, EAL, working with TAs), to review targets and to discuss their general progress

Carry out the required number of trainee observations, each one being accompanied by oral feedback, and written feedback using the university’s Lesson Observation Feedback Form

Monitor the development of the trainees’ placement files, particularly the planning, assessment and self-evaluation

Each week discuss the trainees’ progress with them in relation to the grade descriptions in the Teaching Development Profile and use this to set future targets

Liaise with the placement tutor during his/her visits Liaise with the placement tutor to agree attainment comments for Review Point A and grades for

Review Point B Send review comments and grades to placement tutor and to the Placements and Study Abroad

Office at [email protected] Attend partnership meeting


Raise with the placement tutor any concerns about the trainees’ progress Carry out two joint observations with the placement tutor

Towards the End of the Placement

Discuss the trainees’ progress with the class teachers and start to complete the relevant sections of the Teaching and Professional Development Profile

Meet with the trainees and placement tutor to agree the Teaching and Professional Development Profile grades

Complete the content of the ‘Strengths, Impact, Targets and General Advice’ section of the TPDP and email copy to the placement tutor

GUIDANCE FOR THE CLASS TEACHER

The role of the class teacher is vital during teaching placements. This is the member of staff who works most closely with the trainee on a day-to-day basis and thus has an important role in their professional development. The class teacher’s role might include the following:

During Induction Visits

(Please also refer to the Induction Checklist earlier in the handbook)

Ask the trainee for a copy of their Pen-Portrait document, which will provide you with background information about the trainee’s prior experience and areas of expertise

Stress to the trainee that they are part of a planning team and so should not be doing all of the planning in isolation

Arrange for the trainee to be involved in any planning team meetings which take place during the preparatory visits

Discuss the school's system of medium term planning prior to the trainee compiling their own MTP for the placement

Organise a timetable for the placement of 70 - 75%; Provide information on the children, with particular regarding to ages, levels of attainment, special

needs, EAL, disabilities, medical conditions, behaviour problems etc Make the trainee aware of any protocols relating to confidentiality and data protection issues Advise the trainee on how the school’s behaviour management policy works in practice in the

classroom. What is the system of rewards and sanctions that you use? Share with the trainee the way that you assess and record pupil progress Discuss the weekly routine, the timetable, playtime and lunchtime arrangements, staff duty rotas,

assembly arrangements etc. Provide the trainee with opportunities to work with groups of pupils and then with the whole class in

order to build up confidence and to enable the pupils to see the trainee as being one of their teachers

Introduce the trainee to any support staff with whom they will be working Find out about the trainee’s particular areas of expertise and interests and discuss the possibility of

being involved in extra-curricular activities

During the Early Stages of the Placement

In the early stages, give guidance with regard to the content of lesson plans, particularly in terms of matching activities to the pupils’ abilities

Check the trainee’s lesson planning and suggest adjustments where necessary During the first few weeks of the placement, be in the classroom or nearby when the trainee is

teaching, so that you can provide appropriate verbal support, encouragement and practical guidance, either during or immediately after the lesson

Work under the trainee’s direction in the role of TA on occasions where additional support would be helpful


During the early stages of the placement model specific sessions or parts of sessions for the trainee e.g. approaches to the teaching of particular aspects of literacy or numeracy

Be available, when appropriate, for health and safety reasons e.g. when the trainee is teaching PE, science and D&T

Advise the trainee on how to assess and record pupil progress

During the Middle/Later Stages of the Placement

Gradually withdraw from the classroom, so as to allow the trainee to teach unsupervised, but agree a procedure with the trainee so that a return can be made if necessary e.g. if a serious incident of pupil misbehaviour occurs;

Liaise with the school mentor and the placement tutor with regard to the trainee’s progress If requested by the mentor, carry out a formal observation of the trainee’s teaching, followed by oral

feedback, and written feedback using the university’s Lesson Observation Feedback Form


Liaise with the mentor when they start to complete the relevant sections of the trainee’s Teaching and Professional Development Profile.


GUIDANCE FOR THE PLACEMENT TUTOR

The placement tutor is responsible for ensuring that trainees are adequately prepared for the placement and for guiding their professional development during the placement and, together with the mentor and class teacher, is responsible for assessing the trainee’s progress.

Before placement begins Check that pen portraits have been received and contact the trainee if necessary

Attend pre-placement meetings

Maintain contact with trainees via email so that they can alert you to any issues which need resolving when you visit them in school

During the Placement Maintain contact with the trainees each week (respond to weekly evaluation) in order to check on

progress and offer support and guidance where necessary

Carry out two joint observations, followed by oral and written feedback using the university’s Lesson Observation Feedback Form. Typically, one will be around Review Point A and one to observe the trainee towards the end of the placement (see below).

Liaise with the class teacher and school mentor about each trainee’s progress and respond to any concerns raised by staff in the school

If a trainee is causing concerns, arrange an additional observation visit if necessary and alert the School Experience Co-ordinator and partnership office

Agree review point grades with school mentors and submit these by the agreed date

Attend the partnership meeting


Meet with the school mentor to carry out a final joint observation of each trainee’s teaching, to agree the final grades of this placement, and to complete the relevant sections in the Teaching and Professional Development Profile

Jointly with school mentors, meet with each trainee to discuss the grades and written comments that have been recorded in the Teaching and Professional Development Profile; this can be done in conjunction with the visit outlined in the previous bullet point;

Complete the reference notepad and email to the academic support tutor and the trainee


FORMAL LESSON OBSERVATIONS DURING THE PLACEMENT

Trainees should have one formal lesson observation each week during the placement. (Two of these will be jointly with the placement tutor).

Each formal observation should be followed by oral feedback to the trainee immediately after the lesson, or as soon afterwards as is possible. This should certainly be provided on the same day that the observation takes place.

Joint Observation 1: the placement tutor to complete the observation form and take the lead in providing feedback.

Joint Observation 2: the mentor to complete the observation and take the lead in providing feedback. All relevant parts of the TPDP should be completed on the visit.

The observer should also provide written feedback using the university’s Lesson Observation Feedback Form. The trainee should be given the completed original form and the mentor should keep a copy for their records

SUPERVISION AND ASSESSMENT OF SCHOOL EXPERIENCE

Assessment of this school experience is carried out by the school mentor, class teacher and placement tutor. Trainees are formatively assessed and provided with grades in each of the eight Teachers’ Standards

The Teaching and Professional Development Profile (TPDP)

The Teaching and Professional Development Profile sets out the Standards for the Award of QTS and the criteria by which the trainee achievement will be assessed throughout the placement. The criteria relate to the headings of the Teachers’ Standards. The final section encourages trainees to gather evidence against the 8 Standards.

SUPPORTING TRAINEES’ PROFESSIONAL DEVELOPMENT

The grades in the TPDP present criteria for assessing trainees’ level of attainment and should be referred to throughout the placement. Mentors and placement tutor should indicate clearly to trainees how they could enhance their practice to progress through the grades. This is supported by ongoing completion of the Teachers’ Standards within the TPDP.


WHO TO CONTACT IF A PROBLEM ARISES

It is very important that mentors, placement tutor and trainees should feel able to seek help when problems arise which they cannot easily resolve within schools. The table below indicates some of the possible problems which may arise during a teaching placement and indicates who should be contacted initially and ultimately.

TYPE OF PROBLEM INITIAL CONTACT NEXT CONTACT

PROBLEMS FOR TRAINEES

School asks you to act as supply cover Class teacher or mentor Placement Tutor

You do not feel you are being given adequate opportunities to teach the curriculum

Class teacher or mentor Placement Tutor

You experience problems managing some children’s behaviour

Class teacher or mentor Placement Tutor

You need to take time off school for personal reasons

Class teacher or mentor and Partnership Office

Placement TutorSchool Experience Coordinator

You are struggling to understand subject matter or teaching approaches for something you have to teach

Class teacher or mentorSubject tutor at university

Placement TutorSubject Tutors

You are unhappy about the way in which the mentor works with you

Mentor (if appropriate)Placement tutor


You are experiencing problems with travel or accommodation

Placement and Study Abroad [email protected]

PROBLEMS FOR MENTORS

The trainee’s time-keeping or attendance is unsatisfactory

TraineePlacement Tutor


The trainee’s planning is unsatisfactory TraineeClass teacherPlacement Tutor


The trainee seems likely to fail to meet the Standards by the end of the placement

TraineeClass teacherPlacement Tutor


You do not feel that the trainee has adequate subject knowledge for some aspect of his/her teaching

TraineeClass teacherPlacement Tutor

Subject TutorsSchool Experience Coordinator


PROBLEMS FOR UNIVERSITY PLACEMENT TUTORS

The school expresses dissatisfaction with the trainee’s professionalism

TraineeSchool Experience Coordinator

Programme Director Head of Teacher Education Subject Group

The school does not appear to be meeting its contractual obligations to the trainee

Senior Partnership Area Tutor

Programme Director Head of Teacher Education Subject Group


FREQUENTLY ASKED QUESTIONSTeaching Timetable, Workload and PPA TimeHow much of the time should we be teaching?

During the summer placement you should be teaching between 70-75% of the timetable, following the Induction period, which remains constant throughout the placement.

What should the 20% non-contact time be used for?

Non-teaching time (20%) can be used for planning, preparation, marking books, maintaining assessment records, etc. but must take place in school. You are not expected to be in the classroom taking on the role of a TA, working with a group etc. You could also use some of your non-teaching time each week to observe teachers in other classes throughout the school. You may also have specific targets relating to teaching in other key stages/year groups and this should be arranged for your 20% non-contact time.

Do we have to put up classroom displays during this placement?

Displays contribute to the rich learning environment we provide for children and so it is important that you gain some experience of creating stimulating displays. Most teachers plan and prepare displays but leave it to support staff to actually put the materials on the wall, although this will vary from school to school. Discuss the issue of displays with your class teacher, find out what the normal procedure is, and work along those lines. The important thing is that you do get some experience of being involved in providing displays.

Writing Medium Term Plans/Topic PlansThe class teacher has given me a copy of the school’s medium-term plan for geography.

Many schools will provide you with a copy of the medium-term plan for a particular subject that you will be teaching. It is likely that this comprises only one or two sheets of paper and therefore does not contain the level of detail that we require of you as trainees. By all means include copies of the medium-term plan as part of your plan, if it contains some of the information that we require. However, it is almost certain that you will have to attach additional sheets of your own to bring it up to the required level of detail. What we don't want you to do is to waste valuable time typing large amounts of information that have been provided by the school. Simply include these sheets together with your own supplementary sheets.

The school doesn’t have a medium-term plan because it uses a commercial scheme which provides ready-made lesson plans. Do I need to write a medium-term plan for this subject?

In a word, yes, because despite the fact that you have a bank of ready-made lesson plans, you still need to have an overview of what will be covered during the placement as a whole. You need to be able to see the continuity and progression within the block of work.

Go through the individual lesson plans of the commercial scheme which you will be using during the placement, and use all that detail to provide a less detailed outline of content/approaches in your medium-term plan. This might be on a lesson-by-lesson basis, or, in the case of mathematics and English where there will be a lot of lessons, you could group together 2 or 3 lessons that are on the same topic and provide an outline of what you will be doing, but without splitting it into separate lessons.

Also, remember to be prepared to substitute activities/approaches suggested in the commercial scheme with alternatives of your own.


Assessment and Record-KeepingHow many children to we have to assess during this placement?

You must keep an overview of all children you are teaching. If you have children from different classes for group sessions e.g. phonics you must keep formative records for these children as you will need to share this information.

Do I have to complete focussed activity plans throughout placement?

Your mentor and placement tutor will monitor your planning and advise when/if your teaching no longer requires this scaffolding.

Lesson and Weekly EvaluationsHow many lessons do we have to evaluate?

Refer to Summer Placement Overview for details of lesson evaluations.


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