Science Mentors Meeting Jan 29 th 2016

Postgraduate Course Feedback Introduction and Welcome

The Mentor Handbook

Postgraduate Course Feedback Session 1

ATS Review point 1 Assessing your trainee’s progress towards meeting and exceeding the Teacher’s Standards

School Training Records  Weekly meeting records  Lesson observation feedback  Lesson plans and evaluations  Subject knowledge audit  ATS Progress and Attainment Record

Sharing Training Records

website All documents are available at

Observation and feedback

Record of Weekly Meeting with Mentor

Documents to refer to when using the ATS form The Level Descriptors gives assessment criteria for each standard at 3 different levels. The Standards exemplified gives guidance on what evidence is needed to secure a judgement for each standard. All documents are available at

ATS Level Descriptors Meeting and exceeding the standards

Standards Exemplified can be found on the website 29/02/2016Slide 14

Standards Exemplified 29/02/2016Slide 15

Part Two exemplified

Expected Grade Profile at ATS 1

Expected Progress ATS1ATS2ATS3Progress Grade Average Grade

Postgraduate Course Feedback Issues and concerns: Open discussion

Assessment without levels

o A module of work that includes an overview of how it fits into the department’s curriculum plan o An overview of the learning objectives of each unit and how interest and inclusion were planned for o Detailed lesson plans and evaluations o Production of original learning resources o Best practice in assessment and assessment strategies o Examples of marked pupils’ work to include a range of ability o Examples of reports on pupils using the assessment data o Monitoring pupil progress showing analysis of the assessment and other performance data  Assessed by mentor or co mentor Monitoring and Assessment Assignment

Monitoring and assessment assignment Contribution to the school’s SOW. Structure Activities and resources Lesson plans and evaluations showing critical reflection Assessment strategies Key assessments Examples of pupils’ work from a range of abilities Individual reports demonstrate expertise in professional skills Impact on pupil progress

34 Monitoring and assessment assignment

Impact on pupil progress All pupils met their targets and the majority exceeded them Almost all of the pupils met their targets and many pupils exceed them The majority of pupils made at least expected progress The majority of pupils didn’t make expected progress

Level-Assessed Task

Teacher assessment

New assessment models for the new National Curriculum noyes working towardsexpectedexceeded developingsecureextending emergingconfidentexpanding learningmastered meeting The most popular models seems to use a three phase judgement Attainment targets By the end of key stage 3, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Activate OUP

In arriving at judgements about progress, inspectors will usually consider how well: o pupils’ work shows that, where possible, they have the knowledge, understanding and skills expected for their age as set out by the curriculum and assessment system o all pupils are set aspirational targets and that they are on track to meet or exceed these expected standards by the end of each key stage o assessment, including test results, targets, performance descriptors or expected standards are used to ensure that all pupils make the progress their teachers expect and that more able pupils do work that deepens their knowledge and understanding Ofsted note for inspectors: use of assessment information during inspections in 2014/15

The academies movement, and cuts to LA budgets have reduced LAs' capacities to support the development of new assessment regimes to the level which they might have done in former times. Support in revising or reforming assessment schemes Teachers say that the biggest demand will be for exemplar materials, showing them what standards to expect, so that they can develop a new idea of “levelness”. Classroom resources which help them monitor progress or provide some form of benchmarking support will also be useful

Commission on Assessment without Levels Report 2015

Postgraduate Course Feedback Session 2

SBT2 Progressing from meeting to exceeding Effective transition Development targets and focused feedback Close monitoring Quality Assurance

Transition to SBT2  Trainee development across two placements  The first mentor meeting should focus on the ATS1 review and action plan and the targets set for the next phase of training. Slide 48

Transition to SBT2 Slide 49

ATS Progress review Slide 50

Monitoring progress towards achieving and exceeding the Teachers’ Standards is a strong feature of the training at Middlesex

Development targets Development targets are the heart of personalised learning.

The mentor’s role includes…. Providing the trainee with a regular weekly meeting time when good quality feedback on teaching performance may be communicated and targets identified and agreed. This weekly meeting must be recorded on a the weekly meeting record and retained by the Subject Mentor as a source of mentoring evidence.

The formal observation of at least one of the trainee’s lessons each week will be recorded using the Middlesex pro-forma. A copy should be given to the trainee who will share it with their tutors (mentors should also keep copies if someone else is involved in the observations)

Record of Weekly Meeting with Mentor

Setting development targets Usually this process begins with identifying areas you need to work on E.g. you need to increase the pace of your teaching

Target setting AREA TO WORK ON (e.g. INCREASE PACE) Write a SMART target Identify ways to achieve it

Increasing Pace 29/02/2016Slide What teaching standard is the area located in? Standard 4: Effective use of lesson time Possible target: Use lesson time more effectively by increasing the pace of learning

Increasing Pace 29/02/2016Slide How can I meet the target? Possible tasks and strategies: Timed activities on my lesson plan Use of a timer on the smartboard Focus on learning rather than teaching Use starters plenaries and mini plenaries Get pupils on task quickly Refer to learning objectives during the lesson Organize resources Give shorter deadlines Plan a variety of learning episodes Improve the transitions between them Give frequent time checks Make the learning outcomes clear to the pupils Make standard 4 a focus for a lesson observation Observe my mentor and evaluate the lesson focusing on the strategies to maintain the pace of learning

Setting development targets To use the lesson time more effectively by increasing the pace of learning Give shorter deadlines Plan a variety of shorter learning episodes Improve the transitions between them Use a timer and give frequent time checks Make the learning outcomes clear to the pupils Make standard 4 a focus for a lesson observation Observe my mentor and evaluate the lesson focusing on the strategies to maintain the pace of learning 4

How many targets? 29/02/2016Slide 61 With your mentor you will need to filter and prioritize the areas you are working on Limit your weekly targets to what is realistic and manageable (possibly 2 or 3)

Setting development targets Activity Try using the Teachers’ Standards/Level descriptors to write a development target for the following areas to develop in your teaching Avoiding confrontations Use of your voice Giving praise Setting appropriate challenges Less teacher led List the tasks/strategies that might be necessary to pursue the target What level or grade would you achieve if you fully met the target?

Weekly Progress Review 29/02/2016Slide 63

Progress Support Plan

The Support Network

The Quality Assurance Record QAR

QAR Questions Slide 67

QAR Questions Slide 68

QAR Questions Slide 69

QAR Questions

29/02/2016Slide 71

QAR Questions Slide 72

QAR Questions 29/02/2016Slide 73

QAR Questions 29/02/2016Slide 74

QAR Questions 29/02/2016Slide 75

QAR Questions 29/02/2016Slide 76

QAR Questions 29/02/2016Slide 77

QAR Questions 29/02/2016Slide 78

Further QA issues  Managing a team of co mentors  What expectations should trainees have of their co-mentors?  What school training records should be kept?  What is best way to get feedback from trainees?  How is the coordinating mentor involved?  How do you decide if a student is making good progress?

Evaluations of training -trainee and mentor Good Practice Guide for Science Subject Knowledge and H&S Audits SE3 What if I don’t get on with my trainee? Mentoring and coaching Session 3 if time Other items

Mentoring Coaching Expert Guides Advises Directive (push) Non directive strategies (pull) Not expert Trainee generates solutions No formal assessmentAssesses Building rapport Listening for meaning Questioning for understanding Core skills DirectiveFacilitative

Secondary PGCE Trainee Evaluation Summary data showing trainees’ evaluations of the quality of training At the end of their placement trainees are asked to rate the qualities of their SB training using a 1-4 scale. 29/02/2016Slide 82

Mentor Feedback 1234 Communication with the university44%45%10%2% Professional relationship with the tutor60%34%7%0% The tutor visits53%40%7%0% Student’s response to school training46%43%8%3% Mentor training52%44%0%4% Londonmentors.net/mus website26%60%12%2% The school experience handbook29%62%7%2% The weekly meeting record44%48%8%0% The lesson observation form50%44%5%2% The ATS form42%48%8%2% Timetable of days in school31%43%25%2%

2/29/ Good Practice Guides No 10:Science

Subject Knowledge Audits Subject Knowledge  I need to revise it before I could teach it  I can teach it without any revision I could explain it to my Auntie or Uncle 29/02/2016Slide 85 Health and Safety

Health and Safety Audit 29/02/2016Slide 86

Health and Safety Audit 29/02/2016Slide 87

School Experience 3 An optional placement in an alternative setting 7 th – 24 th June (3 weeks) 29/02/2016Slide 88