1. Working in Partnership with UEA
Class Teachers’ Meeting
UEA
Tuesday 17 January 2017

2. Pattern of placements Core and School Direct students.
Pattern to support students in developing an understanding of how children progress and develop over time.
Students specialising in FS/KS1 (P); KS1/LKS2 (R) or KS2 (S)
Maths and Language specialists in core programme.
School A (paired: CORE students)
Spring term: difference in placement pattern.
Highlight similarities and differences between two programmes:
Two timetables: all schools know dates and patterns of placements.
Both programmes have been designed to support students in developing an understanding of how children progress and develop over time.
This term CORE students will be undertaking the start of their INDIVIDUAL (School B) placement.
SD students are carrying out their full second (School A) placement this term.

3. Key documents
Two key documents for use throughout this placement: (avoided use of colour due to differences with SD and CORE documents)
1. SPG: Primary Partnership site
Weighty document!
Roles and responsibilities of school staff, and students
Key forms
Addresses all Professional matters
2. Audit: working document which clearly sets out what students need to do on a weekly basis.

4. Focus of spring term placement
Getting to know the school: inc. rules, routines and relationships.
Developing good working relationships with children and all staff.
Developing the use of a range of effective and consistently used behaviour management strategies.
Developing observational skills.
Building confidence in teaching sequences of lessons/leading sequences of sessions: hours of whole class teaching (building up from 1 hour daily)
Starting to build on strengths and particular interests.
KS1/2: focus on building confidence in teaching CORE subjects.

5. Timetable
Weekly observation in the first part of the week: time to address areas for development.
RPD meeting towards the end of the week to review progress in all Teachers’ Standards.
Timetable requirements for students this year:
This example put together to help students see how they might organise their time in the first full week of teaching.
Weekly observation in the first half of the week: feedback that students can address in the sequence of lessons being taught over the week: covering all aspects of TS. Quick to pick up and document things that are going well and key areas for development (eg. subject knowledge, levels of engagement, behaviour management).
RPD meeting towards the end of the week: review sequence - teaching, learning, behaviour management and set clear targets for the following week.
Friday afternoon: set time for all students so they can ensure that they are fully up to date with all documentation in relation to course and school requirements.
Friday afternoons for PPA and documenting targets.

6. Monitoring and tracking progress
Classroom experience (teaching, observation and assessment).
Student’s own lesson evaluations and reflective tasks
Weekly lesson observations
(school and additional UEA observations)
Weekly timetabled RPD meeting
SMART target setting in RPD meeting
Shared responsibility
Weekly observations (CT/SST) and additional observations by UEA tutor).
Joint first observation
This represents the different elements of keeping track of students’ progress over the placement:
Student ownership – lesson evaluations and reflective tasks.
A weekly lesson observation and RPD meeting which will involve target setting for the next week.

7. Use of NASBTT guidance
Review progress in each of Teachers’ Standards on a weekly basis in RPD meeting.
Direct students to highlight aspects of the Teachers’ Standards which are consistently representative of their practice.
Use language embedded in Requires Improvement , Good and Outstanding in target setting process.
eg.

8. National expectations
The key factor in judging the quality of teaching over time is the impact teaching has on the quality of learning of pupils/learners. (ITEIH paragraph 125) (A)
The Teachers Standards ‘need to be applied as appropriate to the role and context in which a trainee…is practising…in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the award of QTS. (C)
Trainees teaching over time should be assessed holistically…(D)
National Association of School Based Teacher Trainers (NASBTT) guidance.
See School Placement Guide, p104)
ITEIH (Initial Teacher Education Inspection Handbook)
Introduce some key aspects of expectations in relation to updated national guidance from NASBTT we have received to support monitoring and tracking of students’ progress.
the quality of their teaching is assessed over time – not based on individual lessons. Inconsistency – especially in early stages of placement. Highlight importance of being in the classroom from the outset of the placement with students. Always be in sufficiently often to be able to have a clear overview of quality of teaching and learning and to identify patterns in strengths and areas for development.
Assessments need to be appropriate to their role as student teachers…in relation to amount of teaching and reduced levels of responsibility.
Emphasis on looking closely at different aspects of Teachers’ Standards, but we must keep an overview of their whole teacher development. Not lose the holistic emphasis!
SPG, details NASBTT guidance fully.

9. Supporting students in making an impact on pupil progress
From the outset of initial teacher education impact on pupil progress is expected.
Planning: Working to teacher’s plans; using as a basis for own lesson plans
Teaching: individuals/small groups and one whole class lesson daily (from 25 January). Teaching SEQUENCES of lessons in the core subjects (KS1/2).
Assessment: full range of evidence (inc observation notes).
Behaviour management: teacher in classroom for much of the first part of this practice.
Non – contact time: one hour daily for PPA and reflection on Monday – Thursday. Non – contact time on Friday afternoons for completion of RPD forms and PPA relevant for the following week.
Given that we need to be seeing this impact on pupil progress from this early stage the development of all aspects of their classroom experience has been carefully constructed to facilitate realistic expectations:
Planning: don’t yet know children and have insufficient experience to plan effectively for continuity and progression without support.
Students’ involvement in team planning meetings is important to help them to understand the process and how planning is shaped and adapted based on the needs of different classes.
Students must write their own lesson plans but need to be able to use CT’s weekly/medium term plans; school resources.
Schools plan in different ways - scope for using own ideas, activities will vary…talk to throughout practice
Teaching: building from one hour daily.
Assessment: Direct their work with individuals/groups: ensure that notes are based on learning…not just doing. Support them in all aspects of formative assessment
Behaviour management
Non contact time: Essential time…students can be keen to do more . Additional time out of the classroom on a Friday afternoon for this placement to ensure that they

10. Pupil progress A process…
Including curiosity, engagement and the love of learning
A range of assessment evidence appropriate to context and age group (inc. observations, outcomes)
Review EVIDENCE on a weekly basis both informally and formally
Invite teachers to refer to blank RPD form to see what is documented and how.
(Completed examples in the students’ PDPFs)

11. The children were really interested in the story you shared with them.
Review of evidence of impact of teaching on pupil progress and learning (tick all that apply).
Assessment notes  Marked work  Observational evidence  Photographic evidence Learning Journeys  Other (please specify)…………………………
Record evidence of student teacher’s impact on pupil progress, which should include reference to ways in which pupil curiosity, engagement and the love of learning has been fostered. Make reference to the progress of vulnerable/ underperforming individuals/groups as appropriate.
The children were really interested in the story you shared with them.
Your assessment notes for the sequence of lessons based on the story show that you have recognised that Jason ,Rosie, Evie and Nile are finding it difficult to understand beyond the literal meaning.
You supported them with careful questioning and differentiated the tasks to enable them to make progress independently.
Examples of feedback related to evidence of pupil progress.

12. Cause for Concern (C4C) Process
A supportive process
Documented in SPG, p 85-89
Ensure developmental points are recorded on weekly Review of Professional Development (RPD) form.
Contact UEA TP supervisor if there are early concerns about progress and development in the spring term so it can be agreed whether a SIR is appropriate.
Revised C4C process which identifies students whose progress is not within that which is expected earlier…
Early intervention…
See section on RPD form.

13. Formative Assessment Point (FAP) 2
End of spring term practice (core); mid-point (SD)
Expectation that students have met the majority of Teachers’ Standards at a minimum level (R1) in relation to NASBTT guidance.
SPG, p 96-7.
End of spring term practice (core)/ first part of practice (SD) FAP 2:
In line with national expectations students are expected to have met the majority of the TS at a minimum level (according to what can be reasonably expected of a student at this stage in their training!).
Use of NASBTT form to monitor and track progress. Highlight in RPD meetings.
Space to acknowledge where there has been no opportunity to demonstrate that they have met aspects (eg. communicate formally in writing to parents).

14. Working with students Getting to know the student (s)
Student(s) getting to know you
Finding out about the particular opportunities in this school placement
Sharing contextual information
Developing SMART targets for first week of this practice.
Starting to plan use of time during first few placement days
Identifying unsuitable dates for their UEA teaching practice supervisor’s visit and joint observation.
UEA tutors are available to respond to questions or concerns on an individual basis.