Welcome to The University of Winchester SE 3 and 2(3) Teacher Tutor Training March 2011

Our Vision of the Winchester ITE Student A professional risk taker and a creative thinker Someone who questions received wisdom; politically astute and critically engaged with current policy Motivated, interested, enthusiastic and curious A reflective practitioner who is willing to change his/her mind A confident practitioner who is able to integrate subject knowledge and pedagogical understanding, and who understands the significance and importance of doing this A natural team member both in school and on the programme.

In your TT pack Guidance for the Professional Standards for QTS SE specific Handbook Checklist Observation sheets Cause for concern leaflet SE Record of Assessment Session Evaluation Claim form

Previous experience Students on 4 year route Have been involved in a school placement for 2 weeks in year 1 4 weeks in year 2 teaching individuals or small groups Experienced other activities in school in relation to taught modules e.g. LPL or Special Subject Collected evidence against the FIRST group of Standards on Professional Attributes

Previous experience 3 year route (accelerated route) Students have been selected for this route according to request, academic achievement and references from first SE. They followed the same first year but have adjusted 2 nd and 3 rd years. They: Have been involved in a school placement for 5 serial visits and 2 weeks in year 1 teaching individuals or small groups Experienced other activities in school in relation to taught modules e.g. LPL or Special Subject Collected evidence against the FIRST group of Standards on Professional Attributes

All students Have attended a range of curriculum and professional modules completed a number of assignments linking theory with practice arranged self directed placements to support their professional development Have not necessarily taught a full class collected evidence against the full range of Standards

Expectations Starting from the school context and individual action plans: That students progressively take on the responsibility for planning and teaching a programme covering the full primary curriculum for the whole class, normally teaching 60% of the timetable by the end of week 4 60% whole class teaching 10% non-contact time 30% to be used flexibly e.g. collaborative PPA time, observation, teaching groups in other year groups/subjects

Files Background information DO NOT need to photocopy all policies: Safeguarding and Child Protection, Health and Safety, Behaviour; Action Plan Planning and Preparation School information: Medium term plans/ unit plans. Pupil performance data Lesson and weekly plans and evaluations Weekly timetable type plus plan all taught lessons Weekly evaluation and detailed evaluations for one lesson per day. Annotations on other lesson plans - a critical response to teaching and to the children’s learning. Monitoring assessment Recording and Reporting Whole class, group, 6 pupil profiles As appropriate to school policy

During the placement Personal targets Directed tasks Profile pupils Whole school context: other teachers, subjects. Sustain, consolidate, extend.

Standards Students are expected to collect evidence against all Standards at this point. This will provide evidence for one of their two Key Stages. Developing understanding of types of evidence with increased rigour in tracking evidence Some evidence for each Standard by the end of the SE. Success may not be evident at the start. Most Standards graded at 3 or above, by the end of the SE. There may be a few Standards that are not a pass at this stage, but the overall profile is of achievement within each group Need to pass each group of Standards by the end of the SE

Making a Judgement What sort of evidence do you use to: make a judgement? identify targets?

Making a Judgement Using the Grading Criteria and setting targets Observing a lesson year-5-mathswww.teachers.tv/videos/uncut-classrooms-melcombe-primary-school- year-5-maths year-2-englishwww.teachers.tv/videos/uncut-classrooms-melcombe-primary-school- year-2-english understanding-of-the-worldwww.teachers.tv/videos/uncut-classrooms-knowledge-and- understanding-of-the-world

Dreyfus Model: Five Stages of Skill Acquisition Novice Advanced Beginner Competence Proficiency Expertise

Target setting An individual will be at the same time expert with respect to certain types of problems in an area of skill but less skilled in respect to others

Cause for Concern Progress of Student Targets which have been set are repeatedly not being met Lack of progress towards meeting the required QTS Standards A lack of professionalism and commitment on the part of the student Levels of preparation and planning are resulting in pupils under-achievement Other concerns The nature of the placement has changed The student is unable to meet the learning outcomes for the placement because of personal or medical reasons The trainee expresses concern about the level of support

Student progress has been causing concern and paperwork reflects a Grade 3/ 4. Link Tutor observes an unsatisfactory lesson Progress so far is good. Clear targets set for improvement in discussion with student. Discussion with Teacher Tutor/Link Tutor and decision is made to issue Cause for Concern against specific standards. Partnership Office is informed of decision and a Cause for Concern letter is issued and faxed to the school. Copy to PDT, RM/PL & ITE Administrator for file. Link Tutor or Teacher Tutor discuss outcome with student. Student may/may not be advised to go home early that day.

Student meets with Partnership Manager. Student talks through issues with PM and creates initial Action Plan. Student returns to school with expectation of rapid progress. Student makes progress & continues practice to conclusion. Teacher Tutor raises concerns and in discussion with Link Tutor a moderation visit is agreed. Moderation visit Clear progress made & student continues practice to conclusion. Decision is made to finish the practice. Student may remain in a negotiated role or leave the school. Student meets with PM.

Q: Do I have to wait until a Link Tutor visit before raising any concerns? A: No. It’s important that you talk through any questions or queries that you have as soon as they arise. The student’s paperwork should reflect your concerns. Q: Is it possible to ask for an earlier Link Tutor visit? A: Yes. If the above solution does not support the student’s progress, then you may wish to ask the Link Tutor to bring forward their next visit.

Q: What is a moderation visit? A: Following on from the Cause for Concern letter, if progress has not been made against the agreed targets then a moderation visit will be organised. This is a visit from a named tutor who will look at the student’s paperwork, observe a 30-minute lesson, speak to the Teacher Tutor and speak to the student. The moderator will then report their findings to the student and will make a recommendation to the Exam Board that the student: a) has the potential to meet the standards for QTS by the end of the placement, b) has the potential to meet the standards for QTS by the end of an extended placement. An extended placement can only take place within appropriate parts of the school’s and university’s calendars, and only if the placement school agrees to support the extension. c) is presenting a failing profile at this point and would be unable to meet the standards required for this placement.

Q: What if the judgement is that the student is failing? A: If the school is in agreement, the student may continue in the placement in a renegotiated role in order to support professional development and to work towards action points identified as part of the failing profile. Alternatively, the student withdraws from the placement and meets with the PM and PDT to consider priorities. In either case students are required to draw up a detailed action plan following a failed placement and to demonstrate progress against it prior to attempting a resit.

Summative Assessment Grading Criteria The final report Contribution to student’s reference

Record of Student assessment Provide grade for each Standard (unless ‘greyed out’): 1-4 Complete overall grade for each section (this needs to be 3 or above to pass the full SE) In Comments section identify strengths and targets. Always comment on individual Standards graded 4 at this point Student must achieve 3 or above in all 3 groups of Standards

Final Section will contribute to the students reference after final SE Positive attributes, including those not directly linked to the Standards 3-6 developmental points Sign Provide student with a copy for PDP Send with student or directly to PO Complete a SE evaluation

Evaluation These are invaluable for our QA procedures, external inspection procedures and, most importantly in development of the programme

Thank you for coming today