BA (Hons) Primary Education: Year 1 School Based Training 2017-18

1. BA (Hons) Primary Education:Year 1 School Based Training 2017-18 Placement Briefing for Class Mentors BA1 Unit Lead: Helen Ryan-Atkin

2. Focus of the BA1 placement 10 placement days and a six-week block • Understanding… learners, educational institutions, the role of the teacher, learning within an EY setting, learning and pedagogy in PE. • Observing…learning and learners. • Teaching…groups and whole classes

3. Key Dates

4. Key dates (cont.)

5. Who’s who? • Class Mentor • Professional Mentor • University Visiting Tutor • Partnership Tutor • BA1 School-Based Training Unit Leader

6. Communicating with Tutors Pastoral problem School Based Training Problem – University Based School Based Training Problem – School Based Academic Problem Unit Specific Problem Personal Tutor Personal Tutor Class Mentor and/or Professional Mentor Personal Tutor Unit Tutor Student experience team lead – Mairead Owens Partnership coordinator – Helen Ryan-Atkin University visiting tutor and/or Deputy Head Teacher Student Hub Unit Leader Partnership coordinator – Helen Ryan-Atkin Quality teaching and learning team lead – Karin Boyd Counselling Services: 0161 247 3493

7. What is involved in your role? • Putting everything in place - who is who..? what to do if ..? where is .? • Agreeing timetable on a weekly basis • Provide Schemes of Work/Medium Term Plans • Lesson Observations - 1 per week, agreed, written feedback, focus on the Standards (where possible, in addition to phonics and numeracy RoLOs) • Progress Meeting - 1 per week, timetabled, protected – recorded on Weekly Review and Reflection • Student’s files – comment on planning, teaching, assessment, evaluations, reflections and tasks - check and sign (Appx 1) • Complete SBT Reports - Interim and Final • Joint observation with MMU tutor - first visit

8. Overview of changes to procedures and documentation • Contents page of SBT file (Appendix 1) • Contextual Analysis to be ongoing. • Action Plan completed with CM. • Weekly Review Meetings record. • Early Reading and Phonics booklet • SBT report • RoLO – new format • Lessons taught to be core and/or foundation • Planning – greater flexibility to move to weekly plans • Students making up absences • Paired and Pod Placement Guidance

9. Placement Documentation Handbooks, proformas and other key documents: All documentation is electronic and available on the Partnership website – see link below. There are several areas: • BA1 Placement – Relates specifically to this placement • Students: Relates to all placements • Mentors and Tutors: Relates to all placements Available at www.mmu.ac.uk/education/partnerships/primary

10. Students getting ready to begin the School Placement • DBS: no DBS, no placement! • Send a letter of introduction to the HT(copy in file). • Re-read the handbook • Look at school website • Check the school’s OFSTED report • Start your Contextual Analysis (Appx 9) • Plan your journey there

11. Handbook p8 Absences Known absence: • Negotiate with school, inform UVT PT and Placements Team. • If possible, ensure that you have left a copy of any of your plans with your class mentor. Unexpected absence: • Contact the school YOURSELF by TELEPHONE as early as possible (8.30 at the latest). • Keep the school informed on a daily basis. • Email the Placements Team, UVT and PT. • Text messages to CM are NOT acceptable

12. Absences (cont.) • Doctor’s note if you are absent for more than five consecutive school days. • All absences must be made up. • You will need to apply for Exceptional Factors(click to follow the link to the guidance) if you have an absence that will impact on your placement being delayed in any way and at any stage, i.e. if you are not able to complete your placement at the scheduled time.

13. We ask students to keep informed • Check SBT Moodle page regularly • Read Helen’s emails! • Check PDR Moodle page • Contact UVT if any unresolvable problems.

14. Student files • Use the Contents of School Based Training Files . (Appendix 1 SBT Handbook). • SBT files must be set up and well-organised beforeyou begin the placement. • Files should have distinct sections that are clearly labelled. Anyone who needs to access your file should be able to find their way around it. • You are required to read and be aware of policies indicated on the checklist. Make notes on these. • Students can be put at ARoF for poor files. • PDR tutorial 3 (w/c 22 or 29 Jan) – bring your files

15. Being professional • Time-keeping • Dress • Attitude • Social media • Mobile phones • Understanding the demands on staff time

16. How students will be assessed • Teachers Standards • Grading Criteria • SBT Interim and Final Reports

17. Overview of Placement Days • ‘Guidance Allocation of Teaching Timetable (p12) • Share this, Placement Overview (p9) and Appx 1 with your CM. • Get to know your class with lots of observing, discussion and note taking. Use your BBT learning journal and proformas. • Complete as many activities and tasks as possible. • Bilingualism Portfolio • Contextual Analysis. • Days 7-10: SBT targets and Action Plan to be discussed. Identify areas of subject knowledge to focus on. • Prepare and send documents to UVT

18. Days 1-3 • Meet with Class Mentor (CM) • Observe in all 3 ages phases for half a day (EY,KS1,KS2), using teacher and child observation sheets from website. • Complete the Early Years Task 1: Observation of Adult-Led Activity (Appendix 4) • Gather information on how the EYFS setting is organized and managed. • Start to use EYFS Experience Checklist (Appx 3) • Start Early Reading and Phonics Tasks 1 & 2: (p21 of the handbook)

19. Day Visits 4-10 • Complete Science Task • Complete Number Tasks • Continue with Phonics Tasks 1 & 2 • Consider Cultural Diversity • Assessment

20. Day Visit 4 • Support a group in either maths or English in base class, using teacher’s planning • Setting-based Tutorial 1: behaviour management focused observations (see Appx 6)

21. Day Visit 5 • Plan and teach a group in base class either maths or English/Literacy, using teacher’s planning – adapted by you on MMU proforma • Early Reading and Phonics Task 3: Observe a phonics lesson

22. Day 6 • Plan and teach a different ability group from Day 5 in a subject agreed with your CM – using teacher’s planning, adapted on MMU proforma

23. Days 7-10 • CM to complete one RoLO during one of these days • KS1/2 base-class: plan and teach whole class in an agreed subject (on each day visit) • EYFS base-class: plan, organise and assess learning in continuous provision for one session on each day visit. • Observe 3 more phonics lessons • Teach a phonics lesson if possible. • Discuss Lesson Study activity (block placement) with CM • Meet with CM to draft Action Plan and SBT targets.

24. Other requirements for students • EYFS Experience Checklist (App. 3) • Observe how other adults are deployed • Negotiate how you will contribute to the life of the setting • Research any areas of uncertainty in your own subject knowledge • Note cultural diversity in the setting • Read relevant school policy documents

25. Other requirements (cont.) • Resources available to you? • Consider the organisation of the classroom • Developing good behaviour and purposeful learning environment • Investigate feedback to children • Begin records on individual children

26. TheBlock Placement Teaching requirements = Progressive • 20% week 1 (one day equivalent). Observe P.E. • 30% week 2 (1.5 days equivalent). Teach Phonics • 40% (2 days) by interim week Teach Phonics • 50% (2.5 days) by final report Teach P.E. • Whole class teaching and group work appropriate to the setting Other requirements 10% = file time 40% = professional development PPA time to negotiated around these

27. ‘Focus Time’ • Students to spend 3-5 days in EYFS if base class is KS1/KS2, and vice versa in a specified alternative class. • Students get to know the routines, rules, staff and children. • Task 1: observe children and adults and make notes on similarities and differences in how teaching and learning is organised with base class. • Task 2: plan, teach and assess the learning of a group of children in the alternative class. • Task 3: Evaluate the above session and suggest next steps for you and the children. Discuss with CT.

28. Typical Professional Development Time Activities • Observe other teachers around the school • Working on school-based tasks (p21 in student Handbook) • Phonics, maths and EAL tasks • Work on targets from RoLOs • Shadow a TA • Talk to/shadow the SENCO • Sit in with any other outside professionals who are working with children in your class • Discussion with subject leaders • Becoming familiar with assessment systems • Preparing materials and displays

29. Students will be engaging in one of five ways at any one time: Team teaching Lead teacher Group teacher Peer observation Professional Development time and PPA The role of the University SBT tutor The role of the Class mentor Paired Placement Guidance

30. The Bilingual Learners Portfolio and Behaviour Management Booklet • Students complete these over the 3 years. • Some tasks are about working with EAL children • If no EAL children in your class, arrange for student to go elsewhere. • There are tasks to complete which are more research-based.

31. Paired Placements: An example of a 50% teaching timetable for Student A & Student B

32. EYFS: Example of how the teaching timetable might look: 50% at Final If students are paired in EYFS setting then as the Lead Teacher, the student can plan for the continuous provision and other focus group activities. Student B can plan and deliver a focus group activity during this time

33. Trio-placements: an example • Take turns in being Lead Teacher, Support Teacher and Observer. • Opportunities for Team Teaching

34. Paired Placement: peer observation

35. Being a reflective teacher • What difference did you make? • What worked well? • Not so well? • Why (not)? • For whom? • Next time….

36. Standard 6: Assessment, Monitoring and Reviewing • Students must complete a detailed evaluation of each lesson that they teach – commenting on the impact on the children’s learning, their own professional development AND the next steps for children’s learning (‘P.E.N.’ at end of lesson plan). • Gather samples of children’s work – marked and annotated • Develop and complete Group and Whole Class Assessment and Monitoring sheets in each of the Core subjects or appropriate Areas of Learning and Development • Ensure consistent use of the Additional Adults Communication and Feedback sheets • Be aware of any EHC plans for children in their class. • Use all this in their weekly review and Learning Journal, to consider strengths and areas for development.

37. Supporting and assessing students during SBT • Ensure student has a clear understanding of when and what they will be teaching each week. • Check students are planning and using their PD time appropriately. • Use the Grading Criteria to support weekly meetings. • Ensure student records what is discussed at weekly meeting (Weekly Review and Reflection proforma). • One formal, written RoLO per week, with specific focus. • For paired placements, one RoLO per fortnight – see separate grid on forthcoming slide. • Check through student’s files.

38. Record of Lesson Observation (RoLO) • Focused and regular – at least one a week; where possible, in addition to the phonics/ Maths RoLO. • Phonics RoLO separate and specific. On the website. • Mathematics RoLO – separate and specific. In the Early Mathematics Handbook (purple) • Set targets after each one. Student works on these for next RoLO • Grid RoLO paired placement

39. Alternative RoLO for Paired Placements

40. Interim Report Stage • w/b 23rd April • Joint observation with UVT (around 20mins) • CM highlights grading criteria, in discussion with UVT • CM works with student to set targets • Student writes response to each target • UVT writes grades on ‘Interim Grades and QA’ form. • Students to focus on these targets in week after Interim • Mentors to support students through demonstrating good practice in target areas. • Students to observe/talk with other teachers, focusing on targets. • Focus of Weekly Review in week after Interim should be targets from report.

41. Post-Interim Target Focus Week • Discuss your targets with your class/professional mentor to unpick exactly what you need to focus on and what this should look like. • Use Professional Development time to observe other teachers modeling what your target area looks like (planning/teaching/assessment). • Put your learning into practice and discuss your developments with your class/professional mentor

42. If you have a concern about your student….. Before/around Interim: Early Intervention Grade 3 students: ‘RI on track’ or ‘RI needs support’ RI (need support) complete an RI Action Plan Grade 4 students: ‘At Risk of Failure’ Problems after Interim Senior Moderator Visits

43. Final Report stage • w/b 21st May • Before the UVT visits, prepare the Final Report, in discussion with student and PM • Confirm final report content and grades with UVT • No joint observation needed, unless student is RI/ARoF • Comment on how far student has progressed against previous targets • Share report with student and agree 3 targets. • Email to UVT by end Thursday 24th May • Complete the SBT Evaluation on-line.

44. Demonstrating progress from Interim to Final Report

45. Mentor Survival Guide: a Summary • Everything is in the Handbook or on the Partnership website • Clear communication - make sure that the aims, focus and expected outcomes of mentor meetings are clear and agreed. Recorded on the weekly review and reflection meeting record by the student. Signed by both • Observations - be clear about what you will be looking for • Feedback - check that your student has understood and knows what follow up is required. Please don’t assume! • Make sure you have all the necessary documents and that you are familiar with them and the deadlines for action and reporting. • Brief the trainee on school policies, rules and organisation and make the relevant paperwork available. • Encourage an evaluative and problem-solving approach to teaching, leading to independence and further professional development. Your role is to build capacity in your student(s) so that they are prepared for their subsequent l placements.

46. Examples of Class Mentoring • http://www.teachers-media.com/videos/how-teachers-can-be-better-mentors-margaret-mentors-emma#video_title_bar • http://www.teachers-media.com/videos/mentoring-student-teachers-feedback-and-target-setting#video_title_bar

47. Thank you! • For hosting the BA1 placement • For supporting the professional development of our teachers of tomorrow • For your commitment to mentoring the students so that they can achieve their full potential • For attending today’s briefing – we hope that you’ve found it useful. • Any questions?