PGCE Secondary School 2 Briefing

1. PGCE SecondarySchool 2 Briefing Mentor Training for the 2010 School 2 Placement

2. Ofsted InspectionWeek beginning 1st March 2010 The Secondary Partnership is to be inspected; this includes close scrutiny of the work of tutors, trainees and mentors.

3. Ofsted Inspection – w/b 1st March 2010 What are inspectors looking for? • How well we (mentors & tutors) train the trainees • How well the partnership (mentors & tutors) work together to ensure high quality training • How effectively trainees teach and how well this is recognised by mentors and tutors • What kind of support and training trainees have received /are receiving from mentors to improve from their starting point to date

4. Ofsted Inspection – w/b 1st March 2010 How will inspectors find evidence? • By scrutinising trainees’ TP files, QTS Profile and assignments and mentors’ records of training, mentoring and assessment of trainees • By interviewing trainees (individually & groups) and mentors • By jointly observing teaching with mentors • By taking part in feedback to check trainee’s self evaluation skills • By interviewing past trainees and their mentors

5. Ofsted Inspection – w/b 1st March 2010 How will inspectors test what they find? • Inspectors will triangulate to check evidence • Assessment and evaluation data, monitored very closely by tutors and mentors • Inspectors will check that all the evidence collected tells the same story, especially concerning progress and attainment • Inspectors will observe teaching with mentors to test accuracy of assessment and target setting

6. Ofsted Inspection – w/b 1st March 2010 How should mentors prepare? • Be clear about the requirements and expectations of the partnership • Ensure trainee’s TP files and QTS Profile are up to date (not finished!) and include everything they should – as set out in the handbook • Make sure your meetings with trainee are documented and targets are completed • Leave an “evidence trail” of all mentoring

7. Ofsted Inspection – w/b 1st March 2010 Known inspection themes (for all partners) • Is the assessment structure understood by all? • Is the progress of the trainee in meeting QTS Standards appropriate? Are trainees challenged? Are trainees supported? • How are trainees developing their subject knowledge from interview through to end of course? • Is school-based training up-to-date, relevant and high quality?

8. Ofsted Inspection – w/b 1st March 2010 Known inspection themes (for all partners) • Do all mentors have access to, and use the on-line Partners’ Handbook? • Do all Professional Mentors understand their multi-faceted role: training, supporting, quality assuring? • Are trainees well trained to: • teach in ethnically and culturally diverse contexts? • meet the needs of individuals (SEN, disabilities, EAL)? • See Ofsted Issues for Mentors sheet

9. School 2 Briefing Information regarding the forthcoming School 2 Placement

10. School 2 • Key reference points are available on the Partners’ Website: (please save this link as a “favourite” on your web browser): http://www.ed.bcu.ac.uk/secondary/ • Guidance and support documents include: • Partners’ Handbook Section B (please read) • Placement Guide and Training Activities Booklet (please read)

11. School 2 Preparation • The following documents about the trainees are sent in advance (please read): • Trainee’s introductory information • Trainee’s subject knowledge audit and action plan… • (…what opportunities are there to develop subject knowledge in School 2?) • School 1 Assessment & Evaluation Report… • (…establish targets to move the trainee forward)

12. 2009-10 Targets for Placements • Based on evaluation from trainees and induction tutors, we have identified the following priorities for School 2: • Meeting individual needs in planning and teaching (differentiation and inclusion) • Working with other professionals (inter-agency work: police, medical, social care, etc) • Wider [practical] experience of assessment, recording and reporting (throughout KS3, KS4 & KS5) (Information initially presented at the Mentors’ Conference Sept 2009)

13. School 1 Evaluations 2009 • The evaluation data from last term’s School 1 placement shows: • A small, but significant, overall improvement in the quality of training provided by mentors • But still too many ‘to a limited extent’, or even ‘not at all’, responses in relation to basic training requirements

14. School 1 Evaluations 2009 • The next slide considers the results of one of the evaluation questions and compares the responses of this year’s cohort with those of last year’s • The blue circles draw attention to the small decline in the proportion of trainees who feel they did not receive adequate help and support with meeting the individual needs of trainees. As this is a training priority for this year (see earlier slide), we need to see a much bigger impact.

15. support with responding to the individual needs of pupils taught, including pupils with SEN, EAL and the G&T, and access to relevant pupil information

16. School 1 Evaluations 2009 • The next slide considers the results of another of the evaluation question and compares the responses of this year’s cohort with those of last year • The blue circles draw attention to a worrying decline in the proportion of trainees who feel they received regular feedback, grading (using the BCU grading system) and target setting • Feedback, grading and target setting are fundamental to the trainee being able to make good progress and these are vital parts of the mentor’s role

17. regular feedback, target setting and grading (using the BCU grading system) of the trainees’ progress towards the QTS Standards

18. School 2 General • School 2 generic focus 1: assessment – breadth and depth • Monitoring • Assessment for Learning • Assessment of Learning Personalised Learning • Recording & Reporting • Accountability • The AK3 Assignment to be completed by trainees in School 2 requires trainees to assess pupils as individuals

19. School 2 General • School 2 generic focus 2: teaching in a diverse society - meeting the needs of individual pupils • EAL (English as an Additional Language) • BME (Black and Minority Ethnic) • SEN and disabilities • G&T (Gifted and Talented) • IEPs (Those pupils with Individual Learning Plans) • Also consider the full range of cultures, backgrounds, races and religions

20. School 1: Professional Values National Curriculum Learning Styles Teaching Styles Explaining and Modelling Questioning Planning: U of W Planning: L Plans Starters and Plenaries Behaviour Management 1 Theory into PracticeThe following topics were considered in University based training last term and should be apparent in School 2

21. School 2: Assessment of Learning Collaborative Curriculum Learning Theories National Strategies Thinking Skills Pastoral Care (Byron) KS2-3 Transfer 14-19 Curriculum Every Child Matter / CAF / Extended Schools Language and EAL Equal Opportunities Citizenship and PSHE (Macdonald) Using Data Behaviour Management 2 Ofsted Primary Review (Rose) Special Educational Needs Personalised Learning Theory into PracticeThe following topics have been considered in University based training this term and should be expected in School 2

22. AK3 Assignment • In completing this assignment, trainees will be expected to: • Assess 3 KS3 pupils of contrasting ability • Select pupils (+ “just-in-case”) from the same teaching group following same unit of work for 3 consecutive lessons • Discuss the selection of pupils with mentors • Plan carefully in advance!

23. AK3 Assignment • In completing this assignment, trainees will be expected to: • Measure pupils’ learning against the intended learning outcomes included in the lesson plans • Measure pupils’ learning against National Curriculum level descriptors (there are subject variations here) • Identify attainment which is likely to be uneven depending on the area of the subject covered • Reflection on whole process

24. AK3 and Sch 2 Link… • Having demonstrated good practice in assessment through this assignment, the intention is that this good practice is applied to all classes throughout the whole placement! • Assessment of learning section of Lesson Plans feeds into planning the next lesson • Recording and Reporting should continue beyond the assignment requirements • Trainees should be using summative assessment information formatively • Mentors will need to monitor the wider use of assessment throughout the placement

25. School 2 Serial • There is a tight schedule for the 6 serial days (or 5 serial days for Instrumental music trainees) • Preparation for block placement is the key • Mostly, trainees are placed singly • Meeting the trainees’ individual needs and targets requires reference to their: • QTS Profile (with the trainee) • Sch 1 A&E Report (sent from BCU) • Subject Knowledge Action Plan (sent from BCU)

26. School 2 Serial • See the programme suggested by Professional Mentors for the serial days • Begin the “Planning Dialogue” • Start a.s.a.p. • Mentor Trainee Tutor • Units of Work must be signed off – ideally in week 3 (before start of block – i.e. half term) • Trainees will also need to complete a number of directed (PDF) tasks – trainees have the details

27. School 2 Block • The block placement runs from February half term to May half term • It is formally assessed! • 66% of the week’s timetable will be first subject teaching – e.g. 17 out of 25 period week Also on the timetable should be: • 2nd subject • Tutor group • Policies and procedures in action • Observation (in and out of dept) • Meetings, INSET • Out of Hours • Parents’ Evenings • Weekly review • PM / WSI sessions

28. School 2 Block • Instrumental Music trainees follow a different pattern: • 3 days in school , 2 days with the Birmingham Music Service • School – 50% of the week’s timetable will be teaching music

29. School 2 Block • Week 1 – phase in teaching (if units are signed off) (No unit, no teaching!) • Week 2 – full teaching timetable (66%) (Ofsted week!) • If trainees are absence they should phone school by 8.15am and SET WORK!

30. School 2 Block • Trainee responsibilities : • Timetable – email to tutors before half term • Weekly Review sheet – start in serial (see below) • Units – completed during Serial – signed by subject mentor • Lesson Plans – Meeting Individual Needs (in teaching not just planning)

31. Weekly Review • Trainee prepare the paperwork for these • Start in week 1 (serial): • Establish ground rules and open lines of communication • Review of School 1 A&E Report & Subject Action Plan • Establish routines / schedule for checking: • Units and lesson plans • Lesson evaluations • QTS Profile • Encourage trainees to self reflect (through dialogue)

32. School 2 Procedures • “Pinks” - see Partners’ Website (not Moodle) for an electronic version:http://www.ed.bcu.ac.uk/secondary • Weekly reviews – required every week!! (14 in total) • Tutors will visit by arrangement • TP Forums (Trainees NOT in school): • Friday 19th March 2010 • Thursday 1st April 2010 • Tuesday 4th May 2010

33. Standards and Grading • Trainees select 1, 2 or 3 (max) Standards as the focus for an observed lesson – these are listed on the lesson plan and on the pink sheet • Trainees monitor their own coverage of Standards – mentors’ input/advice is very welcome • Mentors comment on identified Standards but… • …please comment on, and grade, Standards other than those identified by the trainee

34. Standards and Grading • Each Standard has grade descriptors available in the Partners’ Handbook Section E (print?) • Grade descriptors are also available in trainee’s QTS Profile • Grading – an assessment for learning strategy • For grading to be effective: • “Pink” sheet feedback linked to grade descriptors (not just number) • Discussed with trainee • a.s.a.p. after teaching • Used regularly and frequently

35. “Pinks” • Used for formal feedback to trainees • Minimum 2 per week but more is better • Ensure that there is a strong focus on teaching the subject • Grade ALL Standards that feature in the observed lesson and set targets • Indicate where a selected Standard is not appropriate in that observation (N/A) • Pinks have wider uses beyond lesson observations

36. Post 16 • “Where School 2 is not able to offer post-16 experience in the specialist subject and trainees have not already had experience of this in School 1, arrangements will need to be made with a local institution that is able to offer this for the School 2 Block placement.” (PHB pg B11) • Equivalent of ½ day per week – 5 days

37. Research has identified that: The tendency for mentors to withdraw in some measure at the mid-year point, becoming more distant and disengaged, suggests that these mentors were acting, at least at some level, on the commonly held assumption that learning to teach is ultimately a solitary act… that teachers are really best served when allowed to ‘find their own way’. These mentors’ aim… was to get the trainees up and running – to secure proficiency in the mechanics of teaching – independent of any assistance from the mentor as soon as possible. Once this was achieved, the mentor’s work was essentially finished. Both assumptions severely and unnecessarily limit beginning teachers’ and mentors’ development. (based on Young et al 2005) This tends to result in trainees reaching a plateau preventing them making adequate progress. The solution to this problem is straightforward…

38. The tendency for mentors to withdraw in some measure at the mid-year point, becoming more distant and disengaged, suggests that these mentors were acting, at least at some level, on the commonly held assumption that learning to teach is ultimately a solitary act… that teachers are really best served when allowed to ‘find their own way’. These mentors’ aim… was to get the trainees up and running – to secure proficiency in the mechanics of teaching – independent of any assistance from the mentor as soon as possible. Once this was achieved, the mentor’s work was essentially finished. Both assumptions severely and unnecessarily limit beginning teachers’ and mentors’ development. (based on Young et al 2005) On-going Mentoring and Coaching

39. Assessment of Trainees • Key question: Will all QTS Standards be met? This will be monitored and assessed in 5 ways: • Mid-point Review (see sample) – must be ready by Wednesday 31st March 2010 (sent in via trainee) • Cause for Concern letter will follow in cases where required • Internal moderation (see sample) - after Easter • Different mentor observes trainee teaching • Discussion with SM • Summary form completed • Copies to trainee, SM, PM and Tutor • Confirmed on, and enclosed with, A&E Report

40. Assessment of Trainees • External Examiners’ visits (early May) • Each QTS Standard signed off at foot of page (final 2 weeks of placement only) • Final 2 weeks focus on those Standards requiring particular attention “…at what do you need to get better?” • Each is signed off over a 2 week period once mentors are happy that the evidence confirms successful completion • See the example in the next slide

41. Section 3 Teaching 3.1 Planning, expectations and targets Those awarded Qualified Teacher Status must demonstrate that: QTS Standards Profile Sample Page End of School 2 only: The quality and range of evidence presented now demonstrates successful achievement of this standard. Signed: Date:

42. Assessment of Trainees • End of Placement Assessment & Evaluation (A&E) Report which must indicate Pass or Fail Revised A&E Report for School 2 • 12 “areas” or groups of QTS Standards will become 16 areas - more closely aligned to QTS Standards • Process for completion unchanged from previous versions • must be in by Friday 28th May 2010 • (Also include the Internal Moderation Report – item 2 above) • See the example in the next slide

43. Assessment and Evaluation Report Has demonstrated the ability to create a purposeful and safe environment and has used the school’s consequences system consistently. The range of management strategies has been effective at KS4 but needs expanding for KS3. Particular success with organising out of school learning experience…

44. Questions? • If you have any questions or concerns at any point throughout the School 2 placement, please contact the supervising tutor in the first instance • See pages A1 and A2 of the Partners’ Handbook for contact details: http://www.ed.bcu.ac.uk/secondary/handbook.asp