Professional Tutor Meeting 29th January 2018 University of Brighton ITE Secondary Partnership Review of SBT1 and mid-year updates

Final School-based training grades (all secondary) Overall 63% 36% 1% TS1 65% 33% 2% TS2 49% 48% 3% TS3 59% 5% TS4 60% 34% 6% TS5 38% 53% 9% TS6 45% TS7 46% 47% 7% TS8 78% 21% Key points: Remind as we are approaching final assessment period. We are looking for 2 and above for all standards – based on this v. strong performance Nevertheless we also focus on grade 1 as aspire for all trainees to become outstanding teachers In terms of year on year comparison largely the same as previous year although dip in Ts5, 6 and 7 for grade 1 These inform improvement priorities which we take seriously as means to build on strengths and ensure that we continue to improve 100% judged as having high standard personal and professional conduct

2017/18: Partnership Improvement Priorities To embed the Partnership response to the Independent Teacher Workload Review Group recommendations relating to: ·     Planning and teaching resources ·     Marking ·     Data management To further develop the quality of training following the Post-Carter Review Group reports recommendations To strengthen support for NQTs and alumni of the University of Brighton ITE Partnership 4. Further develop training in TS2, TS5, TS6 and TS7

Supporting workload during SBT2 Planning – embedding use of core elements and planning across a sequence of lessons. Core principle – effective and efficient. No compromise in quality but reduced expectation of detail for SBT2. There is an expectation for trainees on PGCE/SDT/2Yr BA to write a unit of work/sequence of lessons (minimum of 3) at least once and all lessons to have a written plan and evaluation. This will be recorded on the university ‘subject specific’ pro-forma that includes coverage of the agreed ‘core elements’. Unit of work/sequence of lessons to be uploaded to e-Portfolio and a lesson plan to be uploaded fortnightly. Data management – making an informed use of data. Understanding and using a variety of effective ways of tracking pupil learning and progress. Marking – developing effective and efficient practices. Joint marking. Further develop in-school mentoring. Update on planning. For SBT2 - trainees to move to University bespoke subject specific lesson pro-forma rather than generic format. SDS – School plans are to be used that have been amended to include core elements. BA Yr4 – as per guidance in handbook

Embedding Post-Carter Core Content – Addressing new ITE ‘curriculum’ in place. Key areas: Inclusion, pupil mental health, subject and curriculum knowledge, informed use of research, strengthening memory Behaviour – routines, relationships and responses. Practice and develop. There will be a new tab on e-Portfolio using Bennet’s 3 Rs

Mentoring– use of mentor standards, mentor training and support, mentor selection update National standards for mentors (2016) ITT Providers and school leaders should use the standards to: •raise the status and recognition of the mentoring role; •bring consistency in mentoring within any agreement made with schools in delivering ITT; •inform the training of mentors and monitoring of their support to trainees; •establish rigorous mentor selection processes; and •enhance the professional development of mentors including developing or identifying training needs. How far have we come in these? What has happened in schools?

2016-17 The standards were published in July 2016. Last year we: •Audited our provision and expectations of mentoring in consultation with partners using the standards •Introduced the standards in training sessions •Created a self-evaluation tool for mentors •Strengthened communication and dissemination using the mentor blog website

2017-18 For this year we have added to our Partnership Handbook and Agreement (PiE) the expectation that: •Professional Tutors appoint mentors using the standards as a guide •Mentors engage with the standards to support their professional development We need volunteers to be part of a working group to embed the standards in schools. Interested? Contact: K.A.Clements@brighton.ac.uk

Trainee attainment in TS2, TS5, TS6 and TS7 EAL Further Priorities Secondary: Trainee attainment in TS2, TS5, TS6 and TS7 EAL Numeracy across the curriculum Working with parents and carers Deploying support staff Deploying support staff – making use of time as a TA Parents and carers

Ongoing Essentials Pupil learning and progress Safeguarding (KCSiE, Prevent, FGM, CSE) Trainee wellbeing Use of data Promoting British Values Disadvantaged learners (second half of this meeting - SFJS) Pupil learning and progress might be too obvious to include but needs to be said! Discuss developments in conceptualisation of ‘resilience’ – hand out draft definition to discuss. Give out ‘delivering the key priorities’ discussion feedback from the September PT conference. Read and review feedback to identify any additional activities that have had an impact on trainee outcomes in key priority areas.

Consistency of provision Basic SBT offer for all trainees: A warm and welcoming induction (including safeguarding) Weekly mentor meetings that support professional development Training and development opportunities Appropriate increase in teaching commitment Regular informal support and advice Useful and constructive verbal and written feedback Fair and accurate assessment using grading descriptors as relevant to stage of SBT

Consistency of high quality mentoring Review of SBT1 activities that have promoted consistency of quality of provision Monitoring and evaluating provision using the mentor meeting forms (SH) Developing Professional Tutor role in consistency of mentoring Give out and discuss summary of Link Tutor feedback, read and discuss in groups – anything missing that could be added to the list? Give out sample SH and create quality criteria in groups – what can be gleaned from this sample about the quality of provision and the trainee’s understanding of how to use the processes for PD. Give out consistency of mentoring document and PTs work in groups to devise a list of activities for all PTs to ensure consistency of mentoring to be added to the document.

The Action Planning Cycle Mentor meeting: ending in setting of new targets in the bottom box that are then copied and pasted into… The Action Plan Evaluate your week in preparation for mentor meeting in top Box of SH: The mentor meeting fits within this cycle of professional development and planning for improvements to practice. Using example of SH - talk through how it can be evaluated to see if trainee (and mentor) understands how to make the most out of this system so that trainees can prioritise and focus on the most pertinent of targets and applying and evaluate them in practice. Is there an understanding of progression for trainees in their ability to be pro-active in their learning? For SBT2 should start to see this cycle being used effectively leading to greater autonomy and pro-activity in shaping their learning focus. Planning lessons and activities e.g. target from action plan recorded on lesson plan Evaluating professional learning plan.

We look forward to our continued and effective work in partnership in 17/18 and beyond Please do not hesitate to contact us at any point with successes, queries, concerns or suggestions. After break SFJS to deliver session on disadvantaged learners