School Direct Mentor Training 2) What does the SD training involve?

What does the SD training involve? Overview of the year Term 1: - ATS Initial & Subject Audits - School Induction - University induction (13th/14th Sept) - Assignment 1 (SBR-Jan 2018) - ATS Term 1 & Subject Audit (Dec) Term 2: - SE2 for a ½ term (Sharing ATS targets, Report) - Assignment 2 (M&A-May 2018) - ATS Term 2 & review Subject Audits (Mar) Term 3: - ATS Term 3 & Subject Audits (June) - Mentor End of Programme Report - Transition to Teaching Weekly Mentor Meeting Weekly Lesson observation Reviewing Lesson evaluations/Reflective Diary Using ATS Level descriptors to set developmental targets Up to 70% timetable, across full range of year groups

Where are the pressure points? What happens on most alternate Mondays? SBT 1 Timeline Where are the pressure points? What happens on most alternate Mondays? When do you assess? What needs to happen each week? Can they answer these questions? They may ask questions about the timetable and what needs to be included. Refer to the timetable calculator in the mentor handbook. They may ask further questions, which you can either answer, park for later or get back to them. Remind them that they have a handbook, access to support and that everything is on the Wiki.

SE2- ½ term placement in a second setting (Usually term 2 Jan-Feb) Key Points in Year: End of term progress and assessment reports (ATS Term 1, ATS Term 2 & ATS Term 3) Following University induction: ATS Initial- Self audit and Individual Training Plan confirmed End of Term 1: ATS Term 1 – 11th December End of Term 2: ATS Term 2 – 19th March End of Term 3: ATS Term 3- 4th June End of Term 3 : ATS Final- MENTOR END OF PROGRAMME REPORT 18th June , SE2- ½ term placement in a second setting (Usually term 2 Jan-Feb) Highlight key review dates Say that trainees should share their ATS form (ATS Term 2) with their SE2 mentors.

Support from Middlesex MDX Wiki- http://middlesexsecondarypartnership.middlesex.wikispaces.net/School +Direct Key documents for mentors include: Mentor Guidance Summary and ATS forms (Terms 1,2,3) ATS Level Descriptors Weekly Mentor Meeting form Lesson Observation form Cause for concern End of programme report

Website Front page looks like this. Highlight mentor tab and handbooks

Wiki Wiki SD page looks like this. Highlight other tabs and need to use SD documents

ATS targets and review Review previous targets Set new targets Write a brief summative review Explain briefly that they review previous targets and set new targets at each ATS review. Remind them that they write a brief summative review of the term- to support the grades given Reminder- exemplars are on the wiki & Target-setting will be covered in detail in Session 2b.

Trainee self assessment: evidence and claims Talk about evidencing the Teachers’ Standards (at each ATS review) and explain that we ask trainees to update this form regularly Refer in particular to TS3 – talk about the subject knowledge audit and the need to review this regularly. 08/11/2018

Mentor End of Programme report Completed by mentors at the end of the programme Final grade awarded for each TS (Blue arrow) along with summative comment Summative comment on Part 2 of the standards, personal and professional conduct over the year (Purple arrow) If all TSs are at least a grade 3 they confirm recommendation for QTS (red arrow) Tell them that we often use these comments on references.

Lesson observations One formal lesson observation per week should be completed, using the Middlesex form. Refer to the Teachers’ Standards when giving feedback. Link feedback to pupil progress (more on this in Session 4). The ATS level descriptors document are a great tool to use for this as key statements can be highlighted in the observation feedback, making it very clear where the trainee is at and at which grade they are working. Link feedback to weekly targets where possible. Informal feedback is fine – we encourage trainees to keep a book for informal and additional feedback.

Lesson plans (with class context) and evaluations Trainees should evaluate their own lessons WWW/EBI, together with the pupil progress – this links to the lesson plan, where they plan assessment opportunities. Talk about the new class context sheet and how we expect it to be used. Trainees should reflect on their lesson and this should form the basis of the weekly meeting discussion. 08/11/2018

Weekly mentor meetings: BEFORE BEFORE meeting: 1) Trainee completes reflection 2) Reviews tasks/strategies set from previous week A timetabled meeting, once a week. Exemplar on the wiki Reflect – review – set new targets (covered in Session 3) Tell them that they must complete the sections at the bottom of the form and tick one of the boxes. If trainees are not making progress – start a PSP at the bottom of the form the first time this happens.

Weekly mentor meetings: DURING 3) 2-3 new targets set 4) Clear strategies/tasks are agreed 5) Mentor reviews progress and trainees ability to reflect and evaluate A timetabled meeting, once a week. Exemplar on the wiki Reflect – review – set new targets (covered in Session 3) Tell them that they must complete the sections at the bottom of the form and tick one of the boxes. If trainees are not making progress – start a PSP at the bottom of the form the first time this happens.

Cause for concern Has the trainee met the targets by the time indicated? Can the trainee make accelerated progress and meet the expected standard in the time available*? Issue a Progress Support Plan (PSP) yes no Issue a formal Cause for Concern with a Progress Support Plan (PSP) OR extend the PSP** Outcome 1 No further action is required; continue to support trainee progress with weekly targets Outcome 3 Trainee has failed SBT Outcome 2 Trainee has reached expected standard but PSP advised for next stage of training. or Weekly meetings have identified Trainee Progress as unsatisfactory Guidance on CfC in the SD handbook. They contact us if any problems materialise.

Professional Studies and SKfT 13 PS sessions on Mondays SKfT (supplementing school based subject support) Joining Core- Oct 10t & 24th,Nov 7th & 21st, Dec 5th Sci, BS, Eng, Ma, CS, Mus, Dr SKfT with TES online- Blended learning History, MFL, Geog, Art, D&T, PE etc. Explain the fortnightly PS sessions and the different arrangements for SD non-core subjects

SKfT with TES online- Blended learning Online webinars, directed reading and suggested pre/post session tasks Trainees to document and share with mentor Flexible approach to SK training- trainees are expected to engage with a number or compulsory sessions, and can discuss with their school based mentors the appropriateness of other sessions according to the trainee needs. Online training can be completed at school, university or at home but agreement must be reached with the mentor/PCM 08/11/2018

KEY POINTS Trainees: Weekly meetings (trainee prepares/records & mentor adds/verifies) Complete/update Class Context for ALL classes Weekly observations (trainee provides plan, class context & seating plan) Trainee updates One Drive/ PDP (e.g. One FULL plan & evaluation EVERY week) Mentors: Use ATS levels to set targets (observations/ WMR/ATS reviews) but add appropriate ‘tasks & strategies’ Weekly meeting & observations Support & review Subject Knowledge

School Direct Mentor Training 5) New PG Cert assignments If time outline these

PG Cert overview School-based Professional Development (SPD) Module Title Semester Credits Level Assessment   School-based Professional Development (SPD) Autumn, Spring & Summer 20 6 Ongoing Coursework Students compile a professional development portfolio (PDP) related to the Teachers’ Standards (3000-words equivalent) School-based Enquiry (SBE) Autumn 7 Coursework assignment 3000-word enquiry based project on an individually negotiated area, based on a school improvement priority. Monitoring and Assessment (M&A) Spring & Summer Coursework assignment Critically reflective account of teaching and analysis of pupil progress along with portfolio of supporting evidence (3000-word equivalent)

PG Cert: Module 1 Module 1: School-Based Professional Development September-May To enable students to develop and demonstrate their progress in the understanding and skills necessary to operate as an effective teacher. Professional Development Portfolio (PDP) -Weekly Mentor Records - Detailed weekly lesson plans & evaluations - Lesson Observations - ATS reviews -Class Context sheets etc. Assessment- ongoing & reviewed by mentors & tutors .

PG Cert: Module 2 Module 2: School-Based Enquiry September-January To allow students to reflect critically and analytically through research on developments in education related to a school level focus. Identify an appropriate research question (behaviour, grouping, questioning) based on school/departmental/ personal priorities Assessment- January- 3000-word enquiry based project on an individually negotiated area .

PG Cert: Module 3 Module 3: Monitoring and Assessment January- May To enable students to operate in the complex and specialist context of a school, selecting and applying appropriate techniques for monitoring and assessing pupil progress. Monitoring and assessing pupil progress for a sequence of learning Assessment- May- 3000-word equivalent. Portfolio and critical reflction will include evidence of monitoring and assessment of pupil progress. (Plans, Observations, pupil work etc.) .

PG Cert- Support from mentors Ongoing review and support of PDP -Weekly observations, Weekly meetings, ATS reviews School Based Enquiry - Identifying suitable area for the SBE (SBE proposal- W/C 6th Nov) Monitoring & Assessment - Lesson planning and evaluations focussed on pupil progress & learning

ANY questions?