welcome to the university of derby primary partnership b.ed 3/4 and final 3 mentor training

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 [email protected] Stage Tutor – Ani [email protected] 592232F3 Stage Tutor- Claire [email protected] 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.

What experiences have all the Stage 3 students had?

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

What’s so special about Yr 3?

Personalisation Accountable professional in accountable

school

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

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Assessment Phase 1 on the Placement Calendar – 3/4 example

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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.

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AP2 Report

www.derby.ac.uk/ehs

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.

www.derby.ac.uk/ehs

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 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 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)




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



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


EYFS Placement

www.derby.ac.uk/ehs

EYFS PlacementInduction Day Monday 11th November






Friday 17th January










Final 3 Placement Pattern

www.derby.ac.uk/ehs

F3 – RT3aInduction Day Monday 11th November






Friday 17th January










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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.

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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%

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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

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The Role of Students in supporting assessment of their attainment and in securing high levels of attainment

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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

Example of an RRP Entry

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

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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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Extract from the interactive file glossary

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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)

www.derby.ac.uk/ehs

welcome to the university of derby primary partnership b.ed 3/4 and final 3 mentor training

Documents

curriculum slide

pedagogy slide

accountable school slide

sequence of learning

choice of subject pathway

subject pathways

teaching cycle

core curriculum pedagogy