BA2 School-Based Training Block Placement Mentor Training and Quiz! Thank you for being a valued Partner to our ITE programmes. These are not possible without your support. Manchester Metropolitan University BA2 School-Based Training Block Placement Mentor Training and Quiz! Corinne Woodfine BA2 School Based Training Unit Leader

Acronyms CM PM UVT RoLO SBT QA ARoF PD Before we start, let’s get the acronyms under our belts… CM PM UVT RoLO SBT QA ARoF PD Any more you’ve heard and not sure about?

‘Who ya gonna call?’ 1. Where can you find all the placement information, including the Placement handbooks and key documentation?

Answers: All information and documentation is on the Primary Partnership website(easier to google it!) https://www2.mmu.ac.uk/stepd/primary/partnerships/resources/ Key documents for information: BA2 SBT Handbook Paired Placement Guidance SBT Mentor Tutor Handbook Whilst on placement: 2. The Class Mentor in the first instance then the PM 3. The UVT after this 4. Personal Tutor (PDR Tutor) 5. Major issue email: C.woodfine@mmu.ac.uk See p4 of handbook

Absence issues… 1. Students MUST: Contact school personally, by the appropriate time in the morning Contact their UVT Contact the Programmes Office Inform the school every day they are absent, as a teacher would Students MUST NOT: Leave a text message on their CM’s phone Expect a colleague to pass on absence messages Request leave to go on holiday or attend family celebrations such as weddings during placement days 2. They can only be absent without reason/contact for two days, before we hope you will inform us they are missing. This is important as we will make enquiries to ensure the student is ok (or not). 3. This is a change! Students must now make up all days missed through absence. This will be in agreement with UVT and partner schools. Week 10 can be used for student to make up these days. See p6 of handbook

General overview of the placement What percentage of teaching should students be doing by Interim week?

Answer: 50% by Interim week (40% whole class/10% group). Steady build up to this point. Refer to weekly schedule for clear expectations of student and CM. In an EYFS setting, this 50% will include whole-group time such as story time, register, snack provision as well as focus (small) group and scaffolding learning in continuous provision, taking responsibility for the learning of all children in that teaching group. HO week by week schedule/ appendix 6

Guidance of Teaching Allocation See p11-13 of the handbook; these pages tally with Appendix 10 From week 5 to week 9 they will be teaching 60%. Group teaching can count. The student should at least be planning/assessing for the group they are working with. The minimum curriculum requirements of the placement are core subjects, at least two foundation subjects (Wk5-9) and at least one PE and SMSC lesson. Equivalents for EYFS. The AA sheets should be in place for all sessions they plan and teach. The AA sheets help to inform next steps to their planning. Other formats can be used. Found on website. Observations for Handbooks may be easiest to do as extras to the normal RoLO. If unable to provide an alternative RoLO lots of informative feedback for the rest of the week. Write in Handbooks not on separate RoLO. Students are told clearly they must take part in the wider picture of school life. This is an expectation, not an ‘extra’. There is a list of suggested activities (Appendix 1). Two visits, interim visit: 3 week window 22nd Jan-9th Feb. Interim report needs to be completed by CM by 26th Jan. CHANGE: this now does not need to be emailed to UVT. Interim visit captures data. Details of placement dates on p5. *If they are on a paired placement, whole-class teaching, group-teaching and team-teaching all count towards the timetable requirement. See paired placement guidance for detailed guidance and weekly timetable breakdown.

The roles of the CM and the PM Name five things which come under the remit of either/or the CM or PM? 2. Just for fun… what skills do the four images below represent?

Possible answers: Support induction – help access information at beginning of placement Check/resolve where the SEND tasks will take place Facilitate a gradually building (and supportive) teaching timetable Facilitate opportunities to observe teaching during PD time (including PE) Ensure/support PD time – NB – this is protected time, part of students’ entitlement Ensure SBT tasks are carried out – students are responsible – you may need to facilitate access to… Ensure a minimum of once-weekly observations are carried out; hopefully at least one joint observation is completed during the placement (with partner teacher, PM, deputy HT etc). Provide early support with planning (first three-four weeks) – see weekly schedule Provide the RoLO promptly. Same day if handwritten, no more than 24 hours after observation if typed. Ensure Weekly Reflection Meetings are carried out – dedicated time (approx 45 mins to 1 hour). Facilitate meeting and joint observation with UVT at Interim visit Complete the reporting requirements at both Interim and Final stages (more on this when we look at the report itself). Ensure the timetable reduces to 40% after Interim and facilitate the activities which will help them reach targets. This may include explictly modelling targets. Complete the online evaluation at end of placement See handbook p9-10

And the Four Images..? Because, as CM and PM you will… obviously, be a born wizard, who is also… An exceptionally wise role-model with the answer to everything (Dumbledore), including the ability to read minds (Sorting Hat) and convey the fear of God if necessary (Snape). Mainly, you are a benign, guiding mentor, helping and protecting the student, with the occasional glass of wine to help you along (McGonagall).

Lesson planning True or false: 1. All students must use the Manchester Met lesson plan proforma for their whole placement. 2. Students are expected to be showing initiative in trying to create their own plans totally independently in the third week of placement. 3. The conversation about weekly planning is an ongoing one. 4. The EYFS proforma is the same as the KS1 and 2 proforma and can be used accordingly.

Answers 1. False. Students can use the Man-Met individual session proforma up to and including Week 4 for any lessons taught or can use their own if same headings are included. At this point, in agreement with the CM, the student may move to weekly planning for one or more subjects. They must continue to use the Man Met pro forma for any other subjects taught unless it is agreed with the CM to use the school’s planning format. Avoid duplication of planning for the student but ensure any individual planning format after Week 5 requires the student to show prior learning against next steps. 2. False. Students can use, replicate and apply teachers’ plans and expect support to plan for the first few weeks. Again, the discretion of the CM applies. 3. True. At each weekly review and reflection meeting from Week 4 onwards, a few minutes should be spent of reviewing this aspect. 4. False. The EYFS proforma is very different to the KS1/2 plan and reflects the requirements of the EY world. There is an EY weekly planning example on website too. All proformas available on Primary Partnership website

Evaluation, reflection and target-setting We tell our students to: Annotate the lesson plan, don’t write a screed of prose. Evaluation prompts are given at the end of the Man Met. lesson plan proforma and still to be used when they move to weekly plans. Analyse, don’t narrate Consider the impact of their teaching on children’s learning. ‘Next steps’ – encouraged to devise their own key for this… (See example) Weekly reflections must take place once a week, preferably as soon as possible after the weekly review and reflection meeting. Student to complete the written aspect (at the end of the weekly review and reflection record – start in the box and complete overleaf (handwritten based on conversations at weekly meeting with CM). Copy of this in handbook (Appendix 4) Use prompts on right hand side of sheet to keep the discussion focussed and meaningful and to cover all ongoing requirements Use Grading Matrix in weekly review and reflection meetings Think of it as ‘formal’ AfL, much like the APP idea Reinforces Teacher Standards.

SBT and PDR Files: the balance between a breakdown and a barren lever-arch… There is a very detailed, ready-made index for students to organise their files in the handbook. This is found in Appendix 2 ‘Contents of School Based Training Files’. This should be printed off and put at the front of the SBT file. All your student needs to do is follow this guidance! As of 2017-18, CMs are now required to grade files at both Interim and Final Report points. The UVT will quality assure SBT file on visit, but NOT PDR file.

In summary… Guidance for Allocation of Teaching Timetable P11 – 13 of the handbook provides a week-by week breakdown of what we have discussed. May I draw your attention to: Interim Week 4: decision made re weekly planning Week 5, when they reduce teaching load to 40%. CM to model targets. Week 5-10 SEN and Inclusion experience: Appendix 5-tasks to complete either in school or setting offering special provision. Week 9: Final visits week Week 10: Enrichment week-see next slide Placement at a glance: Appendix 10 p35-38.

Week 10: Enrichment week This week is a compulsory part of the placement but it will only form part of the assessment of the placement for those students who have missed four or more days of the previous part of the placement and therefore need time to address outstanding targets. All other students will be able to negotiate how they wish to use this week. Students in the past have used this week to: • Gain experience in another age phase • Observe and/or support delivery of their specialism curriculum areas and/or gather information for their Year 2 Specialism SBT task if this has not already been addressed • Plan and deliver curriculum areas/areas of learning where they have had limited opportunity or experience • Plan and deliver thematic topic based learning incorporating a range of curriculum areas. • Be involved in a school trip/residential • Complete any outstanding SBT tasks including the planning and teaching of an SMSC session.

Moodle Forums Students this year have access to phase-related forums in order to share ideas, resources and ask questions of each other and tutors. Please encourage your students to engage with these.

Finally: The SBT Report Process Change: nine criteria now, not seven-mirrors RoLO Change: no interim comments needed by CM, only highlights and targets. 1 target per criteria only. Change: Student to make a comment on each target. Grade 1 Outstanding Profile student: 5 or more Grade 1s Grade 2 Good Profile student: 5 or more Grade 2s Grade 3 Requires Improvement Profile student: 5 or more Grade 3s Grade 4 At Risk of Failure Profile Student: Grade 4 in ONE or more standards (overall). In a situation where a student has a varied profile across the grades, a professional discussion will inform and determine the overall outcome. *Do not highlight cells as a 4 if student has not had a chance to experience that aspect instead leave blank.

Grade 1 or 2 overall at interim Student to respond to targets set by CM/PM – what steps will they take to address target (after discussion with CM/PM)?

Grade 3 = ‘Requires Improvement’ At interim, if the student is ‘RI on track’ then no action plan is needed – follow same procedure as for Grade 1 or Grade 2 students. If the outcome is ‘RI Needs Support’ at Interim, then an action plan is drawn up, with clear short- term targets, written jointly by Student and Mentor. • Prioritise the concerns • The action plan must make clear to the student exactly what the weaker areas of practice are, what the student needs to do to address them and what progress will look like. It is essential that the issues identified in RoLOs are reflected in the Grade 3 RI action plan and vice versa. (use SBT action plan template) • Weekly review and reflection meetings need to be based on the targets set out in the RI Needs Support Action Plan. • The University Visiting Tutor must contact the Class Mentor/ Professional Mentor to check on progress being made with the action plan approximately one week after the interim assessment point. • If at this point the student has not made expected progress to address their identified targets and move towards a ‘good’/grade 2 judgement, they could be placed At Risk of Failure. The action plan will be changed from RI to an ARoF proforma and student and class mentor will sign this to signal the change.

‘At Risk of Failure’ At Interim Report: Any Overall Grade 4 for a standard = ARoF Extra support visit from University Tutor after interim; Action Plan drawn up by CM based on key issues they have raised concerns about – support from UVT. ‘At Risk of Failure’ Action Plan completed at Interim with clearly defined targets and timescales Senior Moderator visit At Final Report: Any Grade 4 = Fail Mentor and Tutor Handbook (on Partnership website) has more information about the RI and ARoF process

BA2 SBT Key changes/reminders for 2017-18 Full details are available in the BA2 specific handbook. Contextual analysis completed as a practical exercise and used to set three key targets at first weekly R&R meeting with CM. Student to email SBT action plan to UVT after Week 1. SEND/Inclusion Experience 3-5 days, can be spread out between Week 5-8. Note the weekly breakdown in the handbook (p11-13). This is to support you and the students with the expectations at each stage of the placement including the level of support students can expect to receive and when they are expected to become more independent. Class mentors should not be NQTs – they need that year to develop themselves.

2017-18 Changes to documentation / key documentation: reducing workload SBT report – new with all standards separate and Part 2 Students to comment on targets at interim. No comment box for CM at interim. CM to grade SBT file and record in SBT report. RoLO – reflects the revised report Interim Grades & QA doc – only grades need to be shared with UVT at interim but report (streamlined version) must be completed and shared with student. Weekly reflection incorporated into weekly review and reflection record New SBT Action Plan format

Any final questions from you? Are you hosting a paired placement? We can discuss this further and you can ask questions. Thank you!