ug3 class teacher briefing welcome november 5 th 2015
TRANSCRIPT
UG3 CLASS TEACHER BRIEFING
WELCOME
November 5th 2015
Agenda
Welcome
Primary Centre Priorities
Professional Research in Subject Specialism****************************************************************************************
Observations and External Moderation
Mathematics and Phonics observations*************************************************************************************
Expectations for SE3
Tripartite model, Assessment and Grading**********************************************************************************
Career entry profile
Behaviour Management
Evaluations and close of SE3 Briefing
Dates for SE3
Preliminary Visit:
Monday November 9th - Wednesday 11th November 2015
and
Monday January 4th – Wednesday January 6th 2016
8 Week Block Practice
Monday January 11th – Friday March 11th 2016
Joy Carroll 2013
Observation
and
Moderation
Visits
External Examiner VisitsApproximately 10% of students are visited during the final week of the placement. Examiners will need to see a cross-section of students. Schools and students will be informed in good time if selected.This is a formal visit by a colleague from a partner institution commenting on the effectiveness of our course and how it is established in school. It cannot affect the student’s grades!
Moderation Visits Approximately 10% of students are visited during the final
placement by UW moderators. These are tutors / Headteachers who are moderating the grading to ensure consistency across the Partnership.
Maths observation form
The form has been designed to support the following goals• Early identification of areas for development in trainees’ ability to
teach mathematics• Support trainees to plan for and ensure the key features of an
effective maths lesson• Ensure that the aims of the maths curriculum are embedded in every
lesson• Allow trainees to think about different aspects of the lesson and how
they may develop children’s mathematical thinking• Support research informed thinking• Allow for detailed feedback for all maths lesson observations
The maths observation form is to be used when observing any teaching of mathematics
It is designed to ensure that trainees• use it as planning guidance /check list to ensure they have thought through the lesson• carry out research prior to planning a lesson as the form, if used as a planning tool, prompts a
range of thinking• use the form to support focused observation of experienced teachers to support trainee
development• ensure that their subject knowledge is strong
It is designed to ensure that mentors• are able to give detailed feedback • support target setting for trainees development • ensure planning is detailed and appropriate for mathematics• establish the progress children should be making and diagnose why they may not be making that
progress and how to support trainees to develop their skills
The Maths team will use the completed forms to• get a detailed picture of mathematics teaching by trainees• identify the strong trainees and weak trainees to ensure informed support can be given in taught
sessions and tutorial support • support curriculum development for the mathematics session• collate all the forms after each practice and evaluate them to develop an understanding of areas
that need to be supported through teaching• further develop how to ensure any gaps that are identified can be filled in the training provided
If you have any questions about any aspect of the maths form or mathematics in general, please get in touch with Pinky Jain [email protected]
Maths observation form cont’d
EXPECTATIONS FOR PHONICS TEACHING ON SCHOOL EXPERIENCE 3
University of Worcester
University of Worcester
TEACHERS’ STANDARDS SEPTEMBER 2012
3. Demonstrate good subject and curriculum knowledge
•If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics.
Trainees can teach phonics on several occasions. They are advised to follow the school’s phonics scheme.
Phonics Teaching• All trainees should observe, teach and be observed teaching phonics on SE.
• If there are no phonics lessons or interventions in your upper KS2 placement, it is strongly recommended that you arrange to observe and teach a series of phonics lessons in another year group (in negotiation with your class teacher).
• All trainees need to be confident that subject knowledge is at stage 3 as set out on the Phonics Tracking Sheet (see UG English profile or BB).
Observing trainees’ phonics teaching• Please complete observations on the Phonics
Observation form; trainees have copies and they can be accessed on Blackboard.
• Trainees are rated Outstanding (1), Good (2), Pass (3). If any trainees receive a Fail for their lesson, please contact Suzanne Horton [email protected]
• Trainees will receive a grade for their phonics teaching on their final SE report and this is tracked.
SE 3
• It is strongly recommended that all trainees teach phonics during SE 3, regardless of the Key Stage in which they find themselves.
• English tutors will be visiting 10% of trainees (Undergraduate and Post Graduate) on SE3, in order to monitor progression, subject knowledge and trainees’ confidence.
Questions
• If you have any questions about the process, please contact:
• Jane Whittenbury - Module Leader PITE 3005 (English)
[email protected]• Suzanne Horton – Subject Leader for Primary English
[email protected]• Elizabeth Davies – Partnership & Placements
Administrator
EXPECTATIONS FOR SE3
support for trainees Weekly expectations Assessment and grading Tripartite model
Professional support for Trainees
• Weekly observation by school staff and two over the course of SE3 by supervisory tutor
• Joint observation between school and supervisory tutor
• Oral and written feedback following observation
• Weekly review meeting with class teacher (to review and set targets in line with TS standards for forthcoming week)
• Plenty of informal feedback and encouragement!
AttendanceAttendance is compulsory throughout all school experiences.
All absence must be reported to the school by telephone, to the SE
Tutor and to Liz Davies at [email protected].
Compliancy – trainees must have completed 120 days in school by
the end of SE3.
Interview Dates2 days may be taken to attend interviews providing there has beenfull attendance in SE1 and SE2. All absence MUST be reported to Liz Davies and trainees will be contacted if they are not compliant and need to make any days up.Trainees should not expect to view schools advertising a teaching post during the school day.
School Experience expectations – Week 1 Page 12 of SE3 Handbook
• Individually plan, teach and review 2 whole class lessons/sessions a day. 1 lesson must be a core subject. (Ensure you teach all of the different core subjects)
• Begin to take responsibility for the day to day running of the class (including, collecting the children in the morning, registers, duties, etc.).
• Target 1 or 2 Teachers’ Standards that will be the focus for the week. Complete Critical Reflections as evidence for the relevant Teachers’ Standards. Although evidence for all Teachers’ Standards should be collected throughout the week.
• Start to gather data for your Professional Research in Specialist Subject (PRiSS). Negotiate half a day a week for this.
• Discuss and plan how you will create a display of the children’s work which must be complete by the end of your SE.
School Experience expectations – Week 2
• Individually plan, teach and review 2 whole class CORE lessons each day and 1 other lesson. (3 lessons in total each day)
• Continue to take responsibility for the day to day running of the class (including, collecting the children in the morning, registers, duties, etc.).
• Target 1 or 2 Teachers’ Standards that will be the focus for the week. Complete Critical Reflections as evidence for the relevant Teachers’ Standards. Although evidence for all Teachers’ Standards should be collected throughout the week.
• Continue to keep detailed records of the progress and achievements of the 3 identified pupils. Your records could be examples of the pupils’ work, feedback you may have given and photographs as evidence of progression. This can be used as evidence for Teachers’ Standard 6 in your RP.
• Have a Weekly review with your class teacher (use Trainee Progress – Weekly review sheet) complete the form and agree Action Points for the next week using the Meeting the Teachers’ Standards Booklet.
School Experience expectations – Week 3 - 7
• Individually plan, teach and review 2 whole class CORE lessons each day and 1 other lesson. (3 lessons in total each day, minimum requirement)
• Continue to take responsibility for the day to day running of the class (including, collecting the children in the morning, registers, duties, etc.).
• Identify the Teachers’ Standards that will be the focus for the week, all Teachers’ Standards will need a Critical Reflection by the end of SE3. Complete Critical Reflections as evidence for the relevant Teachers’ Standards. Although evidence for all Teachers’ Standards should be collected throughout the week.
• Continue to keep detailed records of the progress and achievements of the 3 identified pupils. Your records could be examples of the pupils’ work, feedback you may have given and photographs as evidence of progression.
• Have a Weekly review with your class teacher (use Trainee Progress – Weekly review sheet) complete the form and agree Action Points for the next week using the Meeting the Teachers’ Standards Booklet
School Experience expectations – Week 8
Continue with the teaching and other responsibilities as Weeks 3 – 7
Decide how the children’s work can be brought to a satisfactory conclusion
Complete the display of the children’s work, take a photo as evidence for your RP.
For the 3 children who have tracked throughout the SE write an assessment report for the curriculum areas you have taught. We suggest you use the school’s end of year report format. This will provide evidence in your RP.
Ensure that all resources and items which have been borrowed are returned;
Discuss your School Experience Report with the Class Teacher.
Send your attendance form to the Partnership & Placements Office.
Complete and return the SE evaluation. (Classteacher/Trainee/SE Tutor)
Grading Structure
1 Outstanding
2 Good
3 Pass
Emerging – triggers TS
UG3 Flow diagram – SE3 Handbook
Tripartite Model – SE3 Assessment
University of Worcester Career Entry Profile
• UWCEP forms part of the transition process as trainees progress from trainee to NQT
• A copy of UWCEP is taken to NQTs first teaching post to discuss targets with Induction mentors,
• Targets are based on final SE reports.• UWCEP also supports consideration of how NQTs may their
careers to develop. • Information from UWCEPs will be shared with schools, DfE
data, OfSTED as requested and may be used to inform UW’s NQT programme.
Sue Irving
All the instructions and procedures (not visible here to save space), are on the UWCEP form
The UWCEP will be available on Blackboard in PITE3007
UWCEP form is the form UG3s complete for post-practice tutorial.
22/04/23
Procedure UG3s• Word Process and complete all sections of the UWCEP, refer
to your final SE report for your targets and strengths.• Arrange a post-practice tutorial with your SE supervisory
tutor to discuss all aspects of your completed UWCEP.• After the UWCEP post-practice tutorial trainee keep a copy
of your UWCEP ready to take to your school• Email the Word Processed (not scanned/PDF) copy from
your UW email address to by Thursday 17th March 2016 [email protected]
• Receipt of your UWCEP will be logged and is an important part of finalising information for completion of UG3 course.
22/04/23 Sue Irving
Useful information for class teachers
and lead mentors- only 3 clicks away!
• http://www.worcester.ac.uk• Click on Academic Departments towards bottom of page• Click Institute of Education• Final click: Partnership working• Brings you to the Partnership webpage• (Or you can go directly to
http://www.worcester.ac.uk/departments/14615.html )
Final Report - email to [email protected] by Monday March 14th 2016.
Thank you !