12 th January 2015

 More genuine consultation  Review our provision  Share best practice  Establish local area networks

KEY STRENGTHS: 1) Highly efficient and effective communication across partners. Schools follow all laid-down procedures with exemplary consistency. 2) Commitment, passion and loyalty of all partners. 3) In some subjects, very strong connection with up-to-date academic discourse about subject education, including the use of research publications authored by classroom subject teachers, enabling trainees to be in touch with problem-solving by other subject teachers in other parts of the nation's community of teachers. 4) Extremely thorough training in behaviour management, valued highly by trainees.

WWW What do you think that we do well, across the partnership? EBI What could any of us do to improve?

TRAINEE SUPPORT PLAN  The Trainee Support Plan is for trainees who need a little extra support to make expected progress  The intention is to be supportive and to help the trainee to get back on track  If there are a significant number of targets, or if it is anticipated that it will take more than two weeks to meet them, then a Cause for Concern letter should be used instead of the TSP

 Inspection involves two visits – summer term to observe trainees near end of training, and then autumn term to observe as NQTs  Maintained focus on judging teaching by impact on learning  Requirement for RI/Challenging Socioeconomic circumstances school experience  Stronger focus on behaviour management, discipline, professional conduct

 ‘Unseen Children’/Closing the gap - impact on trainees’ classroom practice  Offering and supporting trainees in contrasting placements  Preparing trainees to teach BME/EAL pupils  Preparing trainees to record, report and use data on pupils’ progress, and to communicate with parents  Preparing trainees to access, critically analyse and use educational research in their practice  BME/Male/Over-25 trainee achievement and completion  Preparation for employment and support during Induction – working with NQTs

Our trainees would appreciate more support in how they can assess learning and use data in their teaching. In your subject, how are you approaching assessment post-levels? How can PSTs support trainees with this aspect of learning to teach? How can we prepare trainees in the autumn term?

A Case Study exploring an issue relevant to the trainee’s own professional practice in the context of English teaching.  The case could be an individual: such as a disaffected girl, or a child who talks too much in group work;  The case could be a group such as Pupil Premium children, boys, or exceptionally able writers;  The case could be a bigger group, such as a particular class, or a particular year group, or a particular school;  The quality of a Case Study is in its depth, not its breadth: the richness of the analysis, the insight of the understanding.

Research problems identified by PSTs last year:  Developing Literacy across the Curriculum  Developing inference skills in reading in low-attaining students  Motivating a culture of reading for pleasure  Measuring progress in learning within a lesson  Generating high-quality talk for learning  Embedding grammar in the teaching of reading and/or writing

How can your departments support and make use of this assignment? How can you model research-inspired teaching?

External Examiner’s advice for moving forward:  Develop the knowledge of subject pedagogy, subject thinking and curricular thinking of the PSTs, so that PSTs know exactly what happens in university subject sessions and are able to continue it and extend it in school. Focusing on the Standards can detract from this.  Model ways of driving trainee's subject-specific pedagogic thinking (e.g. on assessment or planning) for them more directly.  How do PSTs currently model pedagogic thinking and what ideas can the panel share to improve this? What can University tutors do to help?

Raise trainee’s awareness of the Unseen Children report and provide opportunities for them to consider how this report might impact on their classroom practice and their ability to: challenge and motivate pupils and learners in settings where attainment is low use effective strategies to support learning and progress of pupils and learners from underperforming groups use effective strategies to support the learning and progress of pupils eligible for the pupil premium develop strategies to promote and manage good behaviour and tackle bullying

Discuss in your Area Network meetings.  How does this align with what you think trainees require?  Is anything missing?  Are there any subject and pedagogical knowledge development opportunities for individual PSTs here?

 What should be the priorities to address?  What tasks or questions should you aim to cover?