Year 1 Mentor Briefing

1. Year 1 Mentor Briefing BA (Hons) Primary Education with QTS Thursday 3rd April 2014 Tim Rose – BA Primary Programme Leader PippaTotraku – Phase 1 Leader Hilary Westlake – Phase 1 Leader

2. UoB ITE Partnership Priorities for 2013/14 • Review and refine marketing, recruitment and admissions procedures so that all ITE courses recruit outstanding candidates • Extend school partners’ involvement in leading all aspects of the Partnership ITE provision • Use QA mechanisms to target support to further strengthen school-based training • Improve consistency in the use of grading descriptors to assess student teachers • Implement refined tracking systems and intervention strategies so that all student teachers are ‘good’ or better by the end of their training and in their NQT year

3. UoB ITE Partnership Priorities for 2013/14 - cont. 6. Embed the consistent and effective use of Pebblepad 7. Prepare students to teach the new National Curriculum 8. Increase the focus on ‘pupil progress’ in all aspects of school and university-based training (incorporating TS2, TS5 and TS6) 9. Strengthen training in National Priority areas for specific student groups: Behaviour Management, SEND, EAL, SSP and Early Maths (for primary) and supporting literacy and numeracy (for secondary). 10. Enhance support for NQTs

4. What identifies a University of Brighton student teacher?

5. University of Brighton trained Teachers are… • Highly committed to their pupils’ learning and ambitious in what they want to help them achieve; • Inquisitive, critically reflective and motivated to keep learning and improving their own practice; • Quick to adapt to different learning contexts and confident to challenge inequalities; • An asset to the profession, willing to share their knowledge and experience and to collaborate with others; • Well prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative. Inspiring learners, enriching communities

6. Expectations for outstanding We expect all of our trainees to be outstanding by the end of the programme. A joint expectation in our partnership

7. So who are these students? They were recruited in conjunction with partnership schools All have pre-course school experience They have visited a Year 4 on final placement All have studied core, foundation and education studies modules They have a developing subject knowledge They have not yet started subject study, but have indicated a preference They are yet to confirm 3 or 4 year choice

8. Inducting your trainees What have you done so far? What have you got planned? Sharing best practice

9. The student perspective What an incredibly nice day I have had at placement today, I cannot wait to go back tomorrow! The staff and children at ###### are a delight, and we were made to feel welcome from the moment we got there. We were shown round and introduced to all the staff before the children arrived, and the whole day has been great, with any questions being answered in great detail. Thank you so much for all the hard work you have done for our course, I cannot wait to start teaching.

10. How have we framed this? Success comes in the form of Pupil Progress Outcomes for this placement (p6)

11. Mentor Responsibilities To enable each student to make maximum progress through: • Regular meetings (weekly) to agree, monitor and challenge Professional Action Plan. • Completion of three formal observations and feedback (PA) • Strategic intervention and predictive grading(PB) • Identifying opportunities for meeting targets • Monitoring file and e-portfolio on a weekly basis and meeting with student each week to discuss progress (student to keep record of meeting) • PC to capture the achievements and key targets

12. Observing Outstanding Practice Across the school and key stages / subjects Learning Walk/s Work/Data scrutiny Joint observation with mentor/teacher Staff meetings and school INSET Definite focus for the student teacher Time to review what was observed and what was learnt

13. Planning and Assessment File Record of mentorship (p28) Weekly Evaluations Lesson plans and evaluations Medium term plans Profile Child Pupil Records School information on pupil achievement

14. Teachers’ standards and action plans

15. Using Pebblepad in Placement • Placement 1 tasks • Phonics • Maths • Behaviour Management • EAL • SEND

16. Expectations for all students (p11) Each student will have Contacttime building up to 50% of the timetable. During the 50% contact time they will engage primarily: • Individually with a single group (of about 6 children) • In pairs with the whole class (or group in the Foundation Stage) • Individually with the whole class (or large group in the Foundation Stage)

17. Expectations for all students (p11) 50% of the time is designated as non-contact and should enable students to: • Assess and record pupil achievement • Evaluate pupil learning and their teaching • Plan future learning • Reflect on personal progress and update their Professional Action Plan and files This time should be clearly timetabled and carried out in school at times agreed with the class teacher

18. Expectations for 5-11 and 7-14 (p13) Students are expected to have the opportunity to teach: • Maths; English (including SSP); Science • Amaximum of two other subjects • Computing and languages? • 3-7 and 5-11 should observe, but not teach PE • 7-14 trainees should teach PE, but supervised at all times

19. Expectations (p13) Students in a Foundation Stage Setting should have the opportunity to Engage learners in: • The three prime areas of learning and development : communication and language; physical development; personal, social and emotional development • Support learners in: • The 4 specific areas of : literacy, mathematics, understanding the world and expressive arts and design

20. Professional Development Tasks • Task 1: Phonics (page 14) • Task 2: Mathematics (page 15 & 16) • Task 3: Behaviour Management (page 17) • Task 4: EAL (page 17) • Task 5: SEND (page 18)

21. Assessment of students PA, PB, PC: Grading descriptors (p34-41) Students can be graded ‘Very Good’ in the context of a Year 1 placement. • To help inform/confirm judgements and set targets throughout the placement • Highest grade is ‘Very Good’ • Use the grading descriptors in your handbook to inform your judgements. • Use these as a best fit model. May be useful to highlight the descriptors on an on going basis and/or at the interim/final stage. • Predictive PB!

22. Role of university placement tutor • Quality Assurance and support for mentor decisions • Two visits : First one for joint observation with mentor. Second for e-portfolio, paper file check and to agree placement grades, but might include observation Absence from placement (p23) • Three or more consecutive days- doctor’s certificate sent to PO • More than five days total absence- usually results in failed placement

23. A few reminders: Prior to an observation and on a weekly basis, look in student’s e-portfolio : • Professional Action Plans and Weekly Evaluations: what are the current priorities for this student? Is there a link between the two? • How do these reflect the feedback provided so far? • Is the student being proactive in setting targets and developing actions?

24. A few reminders: As part of an observation and feedback: • Observe lesson and use ‘Lesson Observation Criteria’ (p 43-44) to guide your judgement. Record grade and formative feedback on PA form • Look across a number of teaching experiences - does lesson evaluation and assessment inform future planning? • Ask student to talk about their profile child and share their assessments for this child. • Check student’s progress in relation to key Placement Tasks e.g. phonics

25. Year 1 Placement: Interim and Final Reports

26. True or false? • As 1st year students, these trainees still have 3 more years to reach the standards • Placement tasks are optional • If a student is leading the class the teacher must be out of the classroom • Trainees must use the University lesson planning document • Assessment of trainees is best fit • The interim report is predictive • Trainees need a chance to improve, cause for concern should never be issued until the last two weeks of placement • The University are always there to support, guide, help – no matter what • Mentors must scrutinise the trainees e-portfolio • Placement Tutors observe twice, and at least once with the mentor • School partners are encouraged to input into our programmes

27. Thank You!