1. PGCE Secondary School 2 Briefing Trainees and mentors meet and greet Discussions focussed on: Trainee Professional Pen Portrait – Parts 1 and 2 Share information on: Trainee’s targets from School 1 and Tutorial 2 Trainee’s subject strengths Areas for development in School 2

2. PGCE Secondary School 2 Briefing 13 th January 2016 Peter Carr – PGCE Secondary Programme Leader Ian Axtell – Deputy Programme Leader - Partnership Co-ordinator Tracey Goodyere – Deputy Programme Leader – School Direct Co-ordinator Craig Davis – Partnership Administrator

3. School Experience 2 Dates 2016: Serial Placement: Starts on Monday 18 th January Ends on Thursday 11 th February Monday – Thursday each week, Fridays at university Half Term 15 th – 19 th Feb Block Placement: Starts on Monday 22 nd February Ends on Friday 27 th May Monday – Thursday until Thursday 24 th March, Fridays at university Monday - Friday in school from Monday 11 th April to Friday 27 th May.

4. School Experience 2 Dates 2016: School Experience Review Day (Trainees not in school): Just one this year: Tuesday 3 rd May 2016

5. School Experience 2 Research Phase 2016: Tuesday 7 th June – Friday 24 th June Trainee and SM and tutor negotiate effective timetable based on A&E Report targets, Mid-Point Review targets, alongside structured time for the RE/RCS assignment Consider the evidence pages of the PDP - instrumental in reflection Crucial for ongoing development of trainees and effectiveness in NQT year

6. Post 16 Experience “Where School 2 is not able to offer post-16 experience in the specialist subject and trainees have not already had experience of this in School 1, arrangements will need to be made with a local institution that is able to offer this for the School 2 Block placement.” (PHB pg B11) Equivalent of ½ day per week – 5 days

7. Preparing for School Experience 2 Available this evening or sent to PM: Trainee Professional Progress Pen Portrait Trainee’s Subject Knowledge Audit and Trainee’s subject Knowledge Action Plan… … what opportunities are there to develop subject knowledge in School 2? School 1 Assessment & Evaluation Report… …establish targets to move the trainee forward

8. Preparing for School Experience 2 Documentation for mentors: We have upgraded the Partners’ Website to make information more accessible in more user-friendly units: Follow this link to access all guidance and documentation: http://www.bcu.ac.uk/education/partnerships-and- collaborations/secondary-partnerships/school-experience-information http://www.bcu.ac.uk/education/partnerships-and- collaborations/secondary-partnerships/school-experience-information

9. School Experience 2: trainee assessment points Key Questions for all assessment points Will this trainee meet all of the Standards (as evidenced in PDP)? What must this trainee do to meet the Standards at the highest possible level? Mid-point Review Friday 18 th March In most cases last opportunity for instigation of Cause for Concern process Assessment and Evaluation (A&E) Report End of Placement summative assessment Placement passed or failed? Must be in by Friday 27 th May 2016 8 Standards graded 1-4 Part 2 graded pass or fail See example

10. In addition, there will be: Internal moderation See example Completed any time after Easter Different mentor observes trainee teaching Discussion with SM Summary form completed Copies to trainee, SM, PM and Tutor Confirmed on, and enclosed with, A&E Report External Examiners’ visits (early May) Professional Development Profile (PDP) sign off See example Final sign-off of Standards at foot of page Final 2 weeks of placement only Final 2 weeks focus on those Standards requiring particular attention “…what do you need to get better at?”

11. In addition, there will be: Internal moderation See example Completed any time after Easter Different mentor observes trainee teaching Discussion with SM Summary form completed Copies to trainee, SM, PM and Tutor Confirmed on, and enclosed with, A&E Report External Examiners’ visits (early May) Professional Development Profile (PDP) sign off See example Final sign-off of Standards at foot of page Final 2 weeks of placement only Final 2 weeks focus on those Standards requiring particular attention “…what do you need to get better at?”

12. In addition, there will be: Internal moderation See example Completed any time after Easter Different mentor observes trainee teaching Discussion with SM Summary form completed Copies to trainee, SM, PM and Tutor Confirmed on, and enclosed with, A&E Report External Examiners’ visits (early May) Professional Development Profile (PDP) sign off See example Final sign-off of Standards at foot of page Final 2 weeks of placement only Final 2 weeks focus on those Standards requiring particular attention “…what do you need to get better at?”

13. PGCE Secondary Course School and University course co-design Strategic Improvement Plan Development Snowball activity: All subjects have this target in the PGCE course Ofsted Improvement Plan: “Increase proportion of trainees across all subjects, programmes and routes who attain an outstanding level by the end of their training by strengthening subject knowledge to support assessment, linked to Standards 2 & 6.” (Source: Trainee Assessment Data (TAD) and Exit Survey. Ofsted Report 2014) Consider (individually, in pairs, then in table groups) a structured training plan for SE 2 2016 to support trainees to move towards an understanding of measures of progress (eg: flight paths, etc)

14. Link tutor role Following good practice developed with our School Direct training partners, for School 2 2016 we have changed the pattern of BCU core PGCE tutor visits. This will help us to assist you further in our role as QA to your ITT provision, and increase our ability to moderate across the Partnership and share good practice

15. Link tutor role BCU Tutor visit 1: Link tutor visit – the BCU tutor will visit and in most cases meet with the PM. The visit will focus on the progress of all the BCU trainees in the school. Evidence of the progress of the placement as a whole will be reviewed. PDP’s and SE Files will be reviewed holistically across the placement. Guidance and targets will be negotiated and set with trainees and mentors, based on local (school) conditions and the tutors’ moderation of expectations across the Partnership See School 2 Tutor Visit Report Form – “Visit 1” p1

16. Link tutor role BCU Tutor visit 2: Subject Tutor (PDT) visit – the BCU subject tutor will meet with the SM and the trainee. The visit will focus on the progress of the BCU trainees in their subject teaching, as evidenced in the PDP and SE Files. Guidance and targets set in visit 1 will be followed up, including any subject specific targets. The visit may involve a lesson observation if appropriate. Guidance and targets will be negotiated and set with the trainee and mentor, based on local conditions and the tutors’ moderation of expectations across the Partnership See School 2 Tutor Visit Report Form – “Visit 2” p3

17. New Cause for Concern (CfC) form and procedure See CfC Form and CfC Guidance This provides more clarity and precision on concerns, and links them to Teachers’ Standards More space for feedback and guidance which is clearly and precisely linked to Standards Strategies for the trainee are clearly stated, with responsibilities and timeline (date of review meeting) clearly set. Stages 1 – 6 provide precise steps. NB Allow time for all the stages, should they all be necessary!

18. New Cause for Concern (CfC) form and procedure See CfC Form and CfC Guidance This provides more clarity and precision on concerns, and links them to Teachers’ Standards More space for feedback and guidance which is clearly and precisely linked to Standards Strategies for the trainee are clearly stated, with responsibilities and timeline (date of review meeting) clearly set. Stages 1 – 6 provide precise steps. NB Allow time for all the stages, should they all be necessary!

19. Weekly Review Booklet: Target gathering process Start in week 1 (serial) to establish principles: Establish ground rules and open lines of communication Review of School 1 A&E Report & Subject Action Plan Establish routines / schedule for checking: Units and lesson plans Lesson evaluations Professional Development Profile (PDP) Encourage trainees to self reflect (through dialogue)

20. Target Setting in Weekly Review Booklet the setting of sharp developmental targets to ensure that all trainees make progress to fulfil their potential. “ Sharp” to emphasise the “specific” in SMART…where the expected outcome is clearly expressed and understood and is achievable within a reasonable time frame

21. Lesson “RA” Forms Part A and Part B Rationale and functions

22. Lesson “RA” Forms Hard copy or electronic (available on Partners’ Website – open TP Docs tab) Formal feedback to trainees Minimum 2 per week – aim for 1 per day Focus on Standard Prompts and priority areas Also provide feedback on any Standard that features in the lesson and set targets Indicate where a selected Standard is not appropriate in that observation (N/A)

23. Formative Feedback Descriptors: EMG EST EMB ENH Use formative feedback descriptors to indicate trainee’s attainment against specific Standard Prompts on Lesson Review and Analysis Forms (and PDP) (formative feedback descriptors available on Partners’ website and in trainee’s PDP) Assessment for learning to help trainee: Identify where they are now What to do to get better Know when improvement has been achieved Regular and frequent (daily)

24. Formative Feedback Descriptors: EMG EST EMB ENH Use formative feedback descriptors to indicate trainee’s attainment against specific Standard Prompts on Lesson Review and Analysis Forms (and PDP) (formative feedback descriptors available on Partners’ website and in trainee’s PDP) Assessment for learning to help trainee: Identify where they are now What to do to get better Know when improvement has been achieved Regular and frequent (daily)

25. Ofsted Priority: Written Feedback What does the secondary partnership need to do to improve further? The partnership should: make sure that all tutors and mentors provide precise targets and written feedback for trainees that match the excellent quality of oral feedback. Ofsted Birmingham City University Initial Teacher Education inspection report 31 March–3 April 2014

26. School Experience 2 Assignments: Assessment at Key Stage 3 Analysis of Assessment at Key Stage 3 Subject Pedagogy Analysis of Subject Pedagogy Trainees will be preparing for the data collection for this assignment from Day 1 of the Serial Placement. Data collection will commence immediately on the start of the Block Placement Assess 3 x KS3 pupils of contrasting ability against intended learning outcomes Pupils (+ “just-in-case”) from same teaching group following same unit of work for 3 consecutive lessons Needs careful planning in advance! Trainees to discuss selection of pupils and data collection method with mentors. Link to Assignment Briefs:- http://moodle.bcu.ac.uk/course/view.php?id=4127http://moodle.bcu.ac.uk/course/view.php?id=4127

27. School Experience 2 Assignments: Assessment at Key Stage 3 Analysis of Assessment at Key Stage 3 Timeline for the completion of this assignment is very tight this year: Trainees will be preparing for the data collection for this assignment from Day 1 of the Serial Placement. Data collection will commence immediately on the start of the Block Placement Assess 3 x KS3 pupils of contrasting ability against intended learning outcomes Pupils (+ “just-in-case”) from same teaching group following same unit of work for 3 consecutive lessons Needs careful planning in advance! Trainees to discuss selection of pupils and data collection method with mentors. Link to Assignment Briefs:- http://moodle.bcu.ac.uk/course/view.php?id=4127http://moodle.bcu.ac.uk/course/view.php?id=4127

28. PGCE Secondary Course School and University course co-design Course Re-validation for September 2016 Activity: Use the iPad on your table, or your own device. Follow this link to the Socrative quiz: https://b.socrative.com/teacher/#edit-quiz/19919879 Log in as “Student” As an individual or in groups, answer the 4 questions. Work count is limited, so use brief, precise sentences. We can discuss you answers on the screen and seek areas of commonality. Many thanks for your contributions to the co-design of our course.

29. Any questions? Many thanks for attending, and best wishes for School 2

30. Any questions? Many thanks for attending, and best wishes for School 2