PGCE Secondary School 1 Briefing Simon Spencer – Course Director Peter Carr – Secondary Partnership Manager Matt Waterhouse – Secondary Partnership Administrator

Our Vision At Birmingham City University our aim is to develop highly skilled teachers who are: Committed to: Being outstanding teachers Creating a vibrant learning environment in which all learners will thrive Addressing the needs of all learners and their communities Taking responsibility for their own professional development and learning Developing excellent subject and pedagogical knowledge

Our Vision At Birmingham City University our aim is to develop highly skilled teachers who are: Creative in: Engaging, inspiring and motivating all learners Informing learning and teaching through research and evidence Overcoming disadvantage and barriers to learning Reflecting on the impact of their professional practice

Our Vision At Birmingham City University our aim is to develop highly skilled teachers who are: Confident to: Act as leaders of learning Respond flexibly and proactively to change Communicate effectively with all partners in learning Accept responsibility and be accountable for their professional actions and decisions.

Practice intelligence

Practice intelligence Beyond compliance

New BCU documentation:- New Trainee Professional Practice Pen Portrait - more individualised professional detail, which the trainees create themselves across the year. New Trainee Professional Experience Audit - provides a detailed record of the trainees’ professional experience to date. New Lesson Review and Analysis forms (pinks) - an opportunity for rich language in your formative feedback.

Ofsted Priorities for The national priorities which Ofsted have embedded in their inspections include – skills in teaching early reading using systematic synthetic phonics, communication and language development, mathematics, managing behaviour and discipline, and meeting the needs of pupils with special educational needs and those with English as an additional language. Initial Teacher Education (ITE) inspection handbook September 2013, Ofsted, 2013

Ofsted Procedures for BCU will receive a phone call from the lead inspector normally before 9.30am on the Thursday before an inspection week. The lead inspector will provide an electronic letter to be sent to the schools that will be visited as part of the ITE inspection. You will receive this letter from BCU as soon as possible, hopefully on the Thursday, in order to provide as much time as possible to prepare for the inspectors’ visit. This letter will identify the timing and nature of the inspection activities. BCU will work closely with you in the days before the visit so that you are fully prepared Initial Teacher Education (ITE) inspection handbook September 2013, Ofsted, 2013

Ofsted Procedures for Likely inspection activities:- Observation of BCU trainees’ and former trainees’ teaching. Discussions with BCU trainees and former trainees. Discussions with Professional Mentors and Subject Mentors. The scrutiny of trainees’ and former trainees’ files and other evidence of progress. Initial Teacher Education (ITE) inspection handbook September 2013, Ofsted, 2013

Ofsted Procedures for Activity:- In groups discuss and note down on the BCU headed paper in your pack every piece of evidence that you think you will need to have prepared in advance that relates to your BCU trainees and ex-BCU NQT’s, should your school be selected by the Lead Inspector. Work in groups of more than one school if possible.

On-going Target for Placements “In order to improve the proportion of trainees whose attainment is judged as outstanding and secure better progress for the small minority judged to be satisfactory at the end of the training, the provider should embed the highest quality of mentoring across the partnership so that feedback to trainees and the setting of sharp developmental targets ensure that all make progress to fulfil their potential”. (Ofsted 2010)

Example Targets “Continue with formative assessment and feedback” “Explore assessment for learning strategies” “Develop subject knowledge with regard to progress in subject audit” “Develop questioning techniques to challenge students further” “Time management and organisation” “ S h a r p ” t a r g e t s ?

Sharp Targets Observe me teaching Year 8 on Friday and note down the range of questions asked and the strategies used and bring to weekly review meeting – Mentor is demonstrating – good mentoring – Target has a specific focus and outcome – Application is implicit

School 1 placement Reference points (please save as a “favourite” on your web browser) – education/partnerships-collaborations/secondary- partnerships/handbook education/partnerships-collaborations/secondary- partnerships/handbook – Partners’ Handbook Section B (please read)

School 1 Preparation Sent in advance (please read): Trainees’ Professional Progress Pen Portraits. Trainees’ Professional Experience Audits. Trainees’ Subject Knowledge Audit and Subject Knowledge Action Plans… Consider - what opportunities do you provide to develop subject knowledge in School 1? Consider - what opportunities do you provide to develop professional experience in School 1?

School 1 – Advance Preparation One trainee will phone PM. They will ask, amongst other things, what time they are required to arrive at school. Default time 8.20am They will research your school via: – School’s web site – Ofsted report – BBC and DfE Databases

Safeguarding Trainees have Safeguarding Status Statement with them which provides the information needed for your single central record: ‘Employer’ confirmation of date and number of DBS check Trainees asked to have photo ID

School 1 – trainees’ principal activities Implementing EPPS (theory) in School (practice) Observations of: – Whole school – Departments PDP Tasks (select) into Professional Development Profile PM Sessions (WSI) Attend meetings, INSET, briefings Out of Hours activities (??)

Theory into Practice Autumn term EPPS sessions into School 1: Professional Values Teaching Standards Learning Styles Teaching Styles National and School Curricula Learning Theory Structuring Learning and Lesson Design Differentiation and Inclusion Numeracy Planning for Learning Assessment for Learning Questioning Explaining and Modelling Behaviour Management 1 Literacy Thinking Skills and Learning to Learn Safeguarding Managing Behaviour 1 Developing a Classroom Persona

“The Individual Learner” assignment An Individual Learner (or possibly 2)! – trainees will discuss selection with mentor Establish focus – does not mean an SEN, G&T, EAL, etc... pupil Research issues surrounding learner which will reflect the learning in EPPS sessions Research data collection methods Observe over at least 2 lessons Assessment of the assignment through ½ day back at BCU (5 th or 6 th November)

School 1 Serial placement Paired placement (mostly) 9 serial days – tight schedule, lots to do Preparation for block placement Week 1 – programme for serial placement and topics to be taught – trainees will start planning immediately

School 1 Serial placement The “Planning Dialogue” – Start a.s.a.p. – MentorTraineeTutor – Units of Work revised and signed off – ideally in Week 3 (before start of block – i.e. half term)

School 1 Serial placement Week 2 – trainee to timetable for School 1 Block placement to tutor Plan and teach one lesson by end of Serial Establish focus for TIL assignment Gather information about: – School (via PDP tasks) – Department – Curriculum (units of work) – Policies and procedures (staff handbook)

School 1 Block placement 12 hours per week of subject teaching per pair 6 hours lead teaching 6 hours support

School 1 Block placement 2 nd subject Tutor group Policies and procedures in action Observation (in and out of dept) Meetings, INSET etc Out of Hours Parents’ Evenings Weekly Review meeting PM / WSI sessions

School 1 Block placement Week 1 – observing classes, some teaching ½ a day (Tues or Wed) at BCU - TIL Presentation Week 2 – full teaching timetable (12 hours per pair in specialist subject) Trainee maintains attendance registers Absence – Trainees must notify BCU and school by 8.15am and SET

Paired Placements 12 Hours = 6 lead + 6 support

Potential Issues What if… – A more able trainee carries a weaker trainee? – The trainees are conjoined? – The trainees don’t get on with each other? – A weaker trainee hides behind a stronger trainee?

Paired Placements “…mentors will need to use their professional discretion to ensure that important training opportunities, such as collaborative planning, modelling teaching strategies, team teaching, and so on, are provided.” Partners’ Handbook Section B

Dependent Independent – committed, creative, confident. Able to demonstrate practice intelligence and to work beyond compliance

Weekly Review Trainee prepares paperwork for this Start in Week 1 of the Serial placement: – Establish ground rules and open lines of communication – Review of Subject Action Plan – Establish routines / schedule for checking: Units and lesson plans Lesson evaluations Professional Development Profile – Encourage trainees to self reflect (through dialogue )

School 1 Procedures E-Pinks - see Partners’ Website (not Moodle) collaborations/secondary-partnerships/documentation Weekly reviews – every week!! (11 in total) Tutor visits TP Forum (Trainees NOT in school): – Friday 29 th November 2013 (whole day) Tutorial – Tuesday 17 th December 2013 (½ day)

Primary School Visits See separate notes Equivalent of ½ day per week (3-4 days) Block or serial ?? Letter of introduction: send ONLY once placement has been agreed Mentor helps with contact details but trainee makes contact

Activity:- Discuss in subject groups:- In all Ofsted secondary ITE thematic inspections during inspectors will focus on:- how well trainees are prepared to deliver the National Curriculum from September How well trainees are prepared for post-16 teaching in schools. Ofsted Newsletter September 2013

Activity:- Discuss in subject groups:- In all Ofsted secondary ITE thematic inspections during inspectors will focus on:- How well trainees are prepared to deliver the National Curriculum from September How well trainees are prepared for post-16 teaching in schools. Ofsted Newsletter September 2013 What evidence can you provide that trainees in your subject are well prepared in these areas?

Standards and Grading Trainees select 1, 2 or 3 (max) Standards Trainees monitor their own coverage of Standards – mentors’ input/advice welcome Comments focus on identified Standard Please comment on and grade Standards other than those identified by the trainee

Standards and Grading The Teachers’ Standards and BCU Grading System are published as a ‘print version’ in the Handbook area of the Partners’ website Also available in your trainee’s PDP Grading – assessment for learning - For grading to be effective: – “Pink” sheet feedback linked to grade descriptors (not just number) – Discussed with trainee – a.s.a.p. after teaching – Used regularly and frequently

Formative & Summative Feedback No formative feedback for Part 2 – not helpful or appropriate Formative feedback for Standard Prompts only Summative assessment and feedback of the whole Standard via end of placement report... Assessment and Evaluation (A&E) Report

Lesson Review and Analysis Forms “Pinks” Formal feedback to trainees Minimum 2 per week Ensure that there is a strong focus on teaching the subject and the learning of the pupils Grade ALL Standards that feature in the observed lesson and set sharp targets Indicate where a selected Standard is not appropriate in that observation (N/A) Wider use beyond lesson observations

Assessment of Trainees End of Placement A&E Report – must be in by Monday 17 th December 2013 (via trainee) What attainment might we expect from a trainee by the end of School 1?

Any questions?