Feedback from Partnership Schools about BEd 1 Block 1

1. Feedback from Partnership Schools about BEd 1 Block 1 • Schools reported very professional approaches by students • Staff were impressed by a level of engagement and commitment • Schools enjoyed having First Year students

2. BEd Year 1 – Block 3 • Observations & school based tasks to complete (Handbook pages 31,42,43,44) • Students to engage in planned collaborative (with CT &/or partner) and independent teaching in own & other classes • Students to discuss progress and establish targets, self-evaluate using level descriptors p44 • Class teacher / mentor to formally observe student and give verbal and written feedback at least twice

3. Working as a pair (p30) • Professional relationship • Professional discussions • Share queries & good ideas • Indiv & joint responsibilities • Mutual support • Informal feedback - Opportunities for lone teaching - Peer Mentoring role

4. An opportunity to ‘shine’ • School-based tasks less prescriptive • More opportunities to plan & teach whole class • Professional discussions encouraged (use ‘Meetings with School Mentor’ form p36) • Participation in wider role of school • Target setting • …….chance to become ‘the teacher’ Students are encouraged to be proactive!

5. Teaching opportunities • Weeks 1 & 2 plan, implement & evaluate teaching with Class Teacher &/or partner – groups, whole class, part lessons, whole lessons • English (must include at least 3 phonics/reading), Maths, Science, 2 non-core subjects & PE (with teacher present at all times) or each Area of Learning in Foundation Stage • Week 3 plan, implement & evaluate teaching independently

6. National ITE priorities • Phonics (SSP) • Maths • Behaviour management • SEN Phonics monitoring form to be added to PDP to track trainees progress/experience throughout training

7. Lesson plans & evaluations • To be completed by the student for each teaching episode (group or whole class, part or whole lesson) • Reflective evaluation to be completed at the end of each lesson • Class teacher to offer informal feedback and support • Verbal and written feedback to be given after formal observation

8. Students to consider:‘What impact have I had?’ Consider throughout: • How are the children benefitting from my placement? • How is the school benefitting from my placement? • How am I benefitting from my placement?

9. Target setting – pre- & during SE • Level descriptors (Appendix 11) • Specific, achievable targets • Review and renew • Aim high Informed by • self-evaluation • Formal feedback • Informal feedback • Observations of teaching & learning

10. The first day…* • Share DBS with school administrator or HT • Student to meet new class and staff with whom they will be working (confirm name of mentor) • Student to complete ‘Context for Teaching’ (form 21) with Class Teacher (Moodle)* • SBT discussion dates arranged • Overview of placement to be discussed and targets identified and agreed • Agree date in week 1 for mentors first meeting with students to explain school’s approach to planning, evaluation, assessment & behaviour management

11. School-based tasks – themes, En, Ma, Sci, display, pupil observations • Student and Class Teacher to negotiate timetable for SBT discussions on first day to ensure all tasks can be completed (display**) • Student to complete ‘Record of Obs & Teaching’ table (p45) • Class teacher / mentor to assess one SBT/ theme on each Friday and give feedback • Class teacher / mentor (and peer, if possible) to assess display and give feedback

12. Themes (p40-41) Diary/running record focussing on 1 theme each day throughout placement as in Block 1 (CT to sign): • Learning • Assessment • The role of adults and practitioners • Relationships and behaviour management • Resources – including display* (*Request teacher and peer written feedback) Students might speak to other people in order to be further informed about your observations

13. Themes • Observations - briefly describe the actual teaching and learning experience that you have engaged with • Implications for practice – analyse observations and explain the ways in which the experience has had, and will have, an impact on your teaching • similarities or differences between teaching and learning strategies have been observed

14. Observing pupils – assessment of learning (p36 /form 17) Students must continue to undertake at least 1 focused observation of pupils & teachers per day and consider: • feedback to children • learning styles • links to previous learning and consider what implications there may be for subsequent learning and teaching. TGA pro formas (form18) to be completed when working with a group. Findings should be evident in files – students beginning to use the information. SATs – students should take opportunities to observe and learn about assessment procedures and National Curriculum levels

15. Pupil observation & analysis (p33&38) Paired, focused teaching & learning activity to consider identification of individual needs/barriers to learning & how these may be addressed • 1 pupil in 1 subject area • Professional, analytical dialogue with partner • Evidence? • Complete form • Professional, informed dialogue with teacher. • Form signed.

16. Role of the mentor* • Review PDP - student to share targets for placement • Meet early in placement to share schools approach to planning, evaluation, assessment & behaviour management • Facilitate meeting with SENCo • Facilitate visits to other classes • Observe each student at least twice and share written feedback on Uni pro forma (App. 15) • Review students file each Friday and provide written feedback on 1 SBT each week • Write SE report* (p46), share with student and forward copy to sereports@glos.ac.uk

17. Observing Students • On-going ‘informal’ observations and feedback. • At least 2 formal observations using 2-page University pro formas. • Page 2 – where appropriate These may focus on: • interactions with pupils • planning & teaching a group or part of a lesson • planning & teaching or managing the whole class Written feedback should note progress in all aspects observed and areas for further development. Comments about the impact on pupil learning to be included. Link Tutors will visit all schools and trainees • Observer will feedback verbally and in writing following lesson • Observer will also want to meet with teacher &/or mentor • School notified in advance Up-date ‘file monitoring form (Form 20) at front of SE file

18. What are we looking for? Feedback from mentors, class teachers and/or Link Tutors will relate to the Teacher’s Standards & may focus upon: • Professionally presented, navigable SE file (p27 & form 20A ) • Ability to reflect, critically analyse, take appropriate action • Use of English – spoken & written • TS1 ability to set high expectations which inspire, motivate and challenge pupils * • TS7 ability to manage behaviour effectively to ensure a good and safe learning environment * • TS 8 engagement with wider professional responsibilities * Comments concerning subject knowledge, planning and teaching will inevitably also be included

19. Progress of students • The PDP is a key element; students should have targets clearly set for this Block 3 placement and should share these with their Class teachers / Mentors • Students must evaluate their planned teaching episodes and set themselves targets/review targets where appropriate • All paper evidence must be professionally presented, up-to-date and available every day

20. Assessment of students - satisfactory or unsatisfactory(see Level Descriptors Appendix 11) Students to highlight LDs at beginning of week 3 & share with teacher/mentor before final assessment 2 part assessment : • School files and all SBTs completed • School Experience School Report (p46-47) - to be completed by the Class Teacher / Mentor and shared with the student on the last day • comments to consider each area of Teachers’ Standards • suitability to progress to Year 2 confirmed

21. Concerns (App 10) • Any concerns should be shared immediately with a student and put in writing • Concerns must be notified to the SE Office • Schools may request a visit from a University moderator • Schools may request removal of student from school jmcneil@glos.ac.uk

22. Absence from school The following must be informed of any absence from school, extra placement days will be arranged where appropriate: • School • Students sharing transport • Personal Tutor • Jackie McNeil Students have been told to arrange to be in school from 8.15am to 5.00pm*

23. ITE Ofsted inspection • Short notice – informed Thurs, visits to school & Uni following Mon – Weds • Observe trainees & NQTs in school • Meet trainees, NQTs, partners in school &/or Uni • Focus upon • Student outcomes • Quality of partnership • Leadership & management

24. Thank you for hosting our BEd 1s