Practice of Teaching Part 1 Vicki Stokes School of Education 09/10/17

Aims of the Session Become familiar with the module Learning Guide Discuss requirements for the Focus Days Provide guidance related to documentation and placement requirements – including paired placement structure Become familiar with the planning format and seating plans Discuss requirements for phonics/spelling lessons Discuss the requirements for tracking children Reminder about Weekly Review Records

Key Documentation All documentation will be available of Canvas This will include all paperwork which you and your mentors require The Learning Guide will need to be shared with your school mentor and host class teacher ASAP

Focus Days Purpose of focus days: settle you into the school environment; familiarise yourselves with the policies and organisation of the school; get to know your host class and the abilities of the children within it; complete the tasks in the handbook – including an intervention and behaviour management focus.

PERCENTAGE OF TEACHING Teaching Commitment ASSESSED WEEK PERCENTAGE OF TEACHING 1 30% - teaching groups and following class teacher’s planning (English and maths) 2 40% - teaching groups and following class teacher’s planning (English and maths) 3 Begin to plan independently but with class teacher’s guidance (English and maths) 50% - teaching mix of whole class and group 4 Plan independently (in a range of subjects) 50% - teaching mix of whole class and group 5 - 6 Independently plan and teach a range of subjects including PE

Paired placements Trainees should work together to plan lessons. One trainee delivers the whole lesson while the other trainee plans and delivers to a group of children. This way both trainees gain some of their teaching percentage and both plan for some/all of the lesson.

Lesson Planning You are required to write an individual lesson plan for all teaching ‘episodes’. This should make explicit: the structure of the lesson; your role at all stages of the lesson and that of any other adults; the intended learning for all pupils and pupil progress. You must use the University of Sunderland lesson plan proforma.

Lesson Planning The University proforma includes a section for you to evaluate your practice and reflect on the progress made by pupils. For lessons which are formally observed, you need to complete a seating plan and append this to your lesson plan. This will enable the observer to identify children with specific needs and ensure that appropriate provision has been made to enable these children to make progress. Differentiation will be evident in the lesson planning and should be observed in action during the lesson.

Activities During Non-Contact Time You should: maintain your paperwork, including planning and evaluations of lessons, tracking of children and marking; collect evidence for Teachers’ Standards and upload this to your Box Portfolio; complete the Weekly Review Record in preparation for the meeting with your Mentor/Host Class Teacher; observe aspects of class teacher’s practice with a particular focus on areas identified during weekly review meetings as being in need of development (e.g. pace, questioning, behaviour management etc.); Observe in other classes throughout the school to support the development of subject knowledge (particularly phonics/spelling, English and maths). You must ensure that ALL documentation is readily available at ALL times.

Assessment Requirements Weeks 1 – 6 of the Assessed Phase: Trainees are asked to track three children in English and maths. They should collect samples of the child’s work throughout the placement and provide evidence of the child’s progress, commenting on how their teaching has impacted on this. Weeks 4 – 6 of the Assessed Phase: Trainees are asked to track a group of children in English or maths. They should collect samples of the child’s work throughout these weeks and provide evidence of progress, commenting on how their teaching has impacted on this. This group may include the individual children they are tracking above.

Detailed Trainee/Mentor/SLT Information… … can be found within the Learning Guide, with a week-by-week breakdown…   TRAINEE SCHOOL MENTOR SCHOOL LIAISON TUTOR WEEK 1 Follow the Host Class Teacher’s planning for English and maths. Teach groups for 30% of the time. Complete evaluations of each lesson taught. Track three children in English and maths, focusing on progress made. Agree with your School Mentor to support or deliver an extra-curricular activity for the remainder of placement. Begin to collect evidence towards the Teachers’ Standards and record these appropriately. Ensure documentation is completed in preparation for the Weekly Review Meeting with the School Mentor. Observe PE lessons. Consider a behaviour management technique which you have found effective and reflect upon why.    Agree a timetable of teaching with the trainee, based on the recommended 30% of the school week. Discuss/share the planning of English and maths which the trainee will deliver. Support the trainee in choosing and tracking three children. Discuss with the trainee, and any other members of school staff as appropriate, the possibility of them supporting/delivering an extra –curricular activity at an appropriate time. Carry out weekly review meeting and use Weekly Review Record - Grading point 1 to identify some initial targets and actions. Discuss with the trainee, evidence of progress in relation to the Teachers’ Standards and endorse any evidence as appropriate. Submit grading to placement office via the link provided. Ensure School Liaison Tutor is aware of any concerns. Prior to this week – ensure the trainee has engaged with the expected tasks from Focus Days (on Box). Make contact with the School Mentor or host Class Teacher and arrange for initial visit. During the visit make arrangements for the joint observation during week 3 or 4. Liaise with School Mentor and Module Leader about any concerns. Check that the trainee has their Box organised and all relevant paperwork is being uploaded to their ePortfolio. Ensure that the trainee and the School Mentor/Host Class Teacher are aware of the requirements of the placement.

Observations of lessons School Mentors will complete formal observations of lessons twice a week, using the University proforma. There is an expectation that you will be observed teaching PE. You should have at least one formal observation of a Phonics/spelling lesson (dependent on year group). There will be a joint observation completed by the School Mentor and the School Liaison Tutor.

Weekly Review Meetings You should set aside a designated time EVERY WEEK when progress can be discussed with your school mentor and targets for the following week can be agreed. Targets may draw upon: pupil progress; lesson feedback; lesson evaluations; Teachers’ Standards with a lower level of evidence; arising issues (either trainee or Mentor initiated). You need to complete the Weekly Review Record BEFORE each meeting.

Weekly Review Meetings As part of the Weekly Review process Trainees and Mentors are asked to submit a grade which indicates the level at which pupils have made the expected progress. This will allow early identification of any Trainee who requires support. Again it would be beneficial to show where this ‘sits’ within our Sunspace area.

Meeting the Standards for Part 1 Assessment of trainees’ performance will be against the Teachers’ Standards (DfE, 2012). Weekly meetings will be used to present evidence that can be used to meet the Standards. It is your responsibility to organise your Standards evidence and to make your progress and development as explicit as possible during the Weekly Review Meeting with your Mentor/Host Class Teacher. Start collecting evidence as soon as possible and do not leave everything until the final week/s.

Assessment of Trainees Up until the mid-point grading (week 3), you are graded against each of the Teachers’ Standards using the Weekly Review Record – Grading Point 1. Following this, for the final 3 weeks of placement, you will be graded against Grade Point 2. School Mentors will submit the weekly grading so that early support can be put into place. The Support Matrix is included as Appendix One within the Learning Guide.

Good Luck! ...enjoy your first Focus days! Questions?