PGCE Full-time SE3 Briefing March 2013

Aims Be aware of the expectations of SE3 Understand what is expected of you during the block experience Understand the documentation and how to use it

Block School Experience weeks Monday 29 th April to Friday 21 st June Half-term May 27 th -May 31 st Interim reports due on Friday May 10 th and Friday May 24 th (via STASS)

Detailed Expectations for The Block Experience EYFS placement on pages 3-7 KS1/2 placement on pages 8-12 of the handbook For each day, the role of the student teacher and the role of the class teacher or mentor is outlined

General Weekly Expectations From Week 4 Role of Student teacher Manage the class 80% of the time Ensure F,D&S profile is annotated as appropriate Complete weekly plans for following week Plan for 10% CPD time Complete Reflective Learning Journal – this should evidence your engagement with issues that have arisen Role of Class teacher or Mentor Trained mentor to undertake weekly appraisal Read reflective Learning Journal from previous week Check all files Annotate and sign off standards from FD&S profile where evidenced Ensure trainee’s planned CPD time is appropriate and supported/ enabled

Further clarification of your role Weeks /70% teaching, 10% CPD, 10% PPA Additional time to spent in observation or supporting the teacher From week 5 You are expected to take on the class teacher’s role in leading team planning meetings

The M&A Audit file Please refer back to all relevant university lectures to complete this. Your ability to complete the sections: Assessment for Learning Assessment of Learning Statutory Requirements is informed by your understanding of the relevant standards. These sections will contain material which will allow you to answer the M&A questions set out in the Handbook.

The Appraisal - Be Pro-active Ideal scenario Appraisals are arranged at weekly intervals at start of block (6 in total including the exit appraisal) Student teacher prepares all paperwork for each appraisal ALL files are out and available – the mentor should not need to ask for them Mentor looks at all files as part of appraisal, adds notes of guidance, signs reflective learning journal and returns to student teacher The mentor follows YSJU mentor guidance on carrying out the appraisal

Appraisal Checklist for Mentors and Link Tutors Before an appraisal the student teacher should give to the mentor and/ or link tutor: The relevant appraisal pro-forma with the target(s) from their previous appraisal; A copy of their session plan Any relevant resources A copy of any written assessment they are carrying out with the children

Appraisal Checklist for Mentors and Link Tutors Before an appraisal the mentor/ link tutor should: Discuss the session plan with the student teacher, the relevant contextual information and the target(s) for this appraisal, ensuring that these are recorded on the appraisal form Arrange a time when s/he plans to have the Reflective Discussion after the lesson N.B. All standards have to be met again on this SE Students should collect 3-5 pieces of evidence

Appraisal Checklist for Mentors and Link Tutors During the appraisal the mentor/ link tutor should: Compete the relevant appraisal proforma, highlighting the grading statements which match what is observed; Write some formative comments and areas to ‘think about’; Ensure there is a comment on planning, this is essential in the first 3 appraisals if the student is to move to revised planning thereafter

Appraisal Checklist for Mentors and Link Tutors After the appraisal the mentor/ link tutor should give themself and the student teacher some respite then: Find an appropriate place to discuss the lesson; Discussion is a two-way process – record the student teacher’s and his/her comments on the Record of Discussion Agree if target(s) have been met and set target(s) for the next appraisal; Both sign the Record of Discussion Sign off standards which have been met through this appraisal in the Formative, Diagnostic and Summative profile; Give the student teacher a copy of the Record of Discussion and the appraisal proforma as soon as possible after the discussion

Grading guidance Appendix 4 of the SE3 Handbook explains how to use the Teaching Standards to inform PGCE grading. This should be used for Interim reports and the final report. Judgements should take into account the context of the setting and whether there has been opportunity to demonstrate the expected standards.

The Exit Appraisal This is normally conducted by the Link Tutor with Mentor involvement as a quality assurance process. The exit interview questions are on p 35 of the handbook. Please prepare for this fully, using information from the handbook. If you or your mentor are unsure about any aspects of this process please contact your Link Tutor.

Dealing with problems Mentors are requested to use the Additional Targets Proforma (p18 of generic handbook) if they have concerns that a student teacher is not progressing appropriately towards achieving a successful placement They are to identify on this proforma specific targets to be met by a specified date (usually a week) and are to indicate the specific strategies by which these targets will be gained. If these targets are not met the Link Tutor will normally come into school to carry out a shared appraisal.

External Examiner Visits A small number of student teachers will be visited by an External Examiner in order to look at standards and practice. This is part of quality assurance procedures. This has no impact on your grading

Appendix 1 and 3 Appendix 1 Personalised learning (p. 31) This, when completed, forms part of section 2 of the M&A Audit File Appendix 3 Equal Opportunities school-based task (p.44) These are explained fully in the Handbook This is a reminder that they are there!!

Any Questions?