1. PGCE School Experience Placement 1 Pre-placement Meeting
Expectations and Outcomes

2. Placement 1 - Areas of focus
PUPIL
PROGRESS
Developing relationships
Establishing a ‘Teacher Identity’ / Professional Conduct
Working collaboratively
Reflective practice
Planning individual lessons
Evaluating teaching and learning

3. Key Documentation School Experience Handbook
Guidelines for Planning and Assessment
Placement 1 checklist
Documents to support planning, evaluation and assessment on Elearn
Elearn.glos.ac.uk
Username: itementor2017 (SD= sdpgcement2017)
Password: itementor887 (SD= sdpgce277)
Word of caution...

4. Placement 1: Assessed phase
Introductory period
Monday 16th October until Oct break.
Block weeks 1-3
30th Oct – 17th Nov
Block weeks 4-7
20th Nov – 15th Dec (except Mon 4th Dec)

5. Placement Development
Carefully structured to recognise different starting points
Flexible weekly guidance provided in handbook
Placement Progress Review Point
At all points of the placement, student teachers are expected to have a positive impact on pupil progress (with individuals and/or groups and/or whole class)
Within chosen age range – mention mixed age classes
Be the teacher – admin roles e.g. Register, taking to assembly, playground duty (with teacher)
Undertaking a wider role – staff meetings, planning meetings, inset, extra-curricular

6. Student Teachers Evidencing Practice
School Experience File;
Second support file PDP – tracking progress against Level Descriptors
Lesson observations and discussion with Mentor / Link Tutor
PDP
Used to provide formative and summative assessment of Student Teachers.

7. Planning and Evaluation
EVERY planned taught interaction (with individual, group or whole class) needs a teaching and learning plan. (Form 4)
EVERY taught interaction needs to be reflected upon using an Evidence-Based Evaluation (Form 5)
Plans can be printed or handwritten. Need to be accessible and in school file

8. Teaching and Learning plan

9. Evidence-based Evaluation
Need to consider the impact of their teaching on pupil progress.
Needs to show evidence of reflection rather than just description.

10. Planning requirements
No Medium Term Plans to be written by students during placement 1
School MTPs to be shared before Oct break; student to read MTPs, research and note questions during break
Mentor/CT to meet with students in Block week 1 to discuss what will be taught and when
Student to plan lessons for 7 week block using school MTPs (Science and Foundation subjects)
Student to plan English and Maths lessons from school unit plans for weeks 1-3
Student to write own English and Maths unit plans for final 4 weeks (2 weeks of English, 2 weeks of Maths)

11. Teaching commitment
40% of class time teaching by end of 3 week block in November – whole class and groups
60% of class time teaching by end of 4 week block – whole class and groups
Teaching should also include: PE
Non-core/foundation subject strength

12. Role of the Mentor / Classteacher
Induction into the school and class routines
Regular weekly meeting/professional discussion to review progress and targets; (Ref to Level Descriptors)
Formal written weekly observation of the student teaching (group or whole class, part of lesson or whole lesson) and feedback on lesson/progress so far on placement and impact of teaching.
Informal feedback/discussion on teaching and progress
Modelling pedagogical approaches
Facilitating observations / meetings etc

13. Weekly Lesson Observation ‘Formal Lesson Observation and Review’
Weekly formal observation by Mentor / Classteacher
Link tutor observation - 2 formal Link Tutor observations through this phase (1 joint obs)
Formal written feedback using University ‘Formal Lesson Observation and Review’ form and follow up discussion.
Important to review range of evidence to consider impact of teaching and progress so far
Copy retained by Link Tutor, Mentor and Student

14. Formal Lesson Observation and Review

15. The PDP and School-Based Tasks
PDP should be accessed weekly. Used for target setting and reviewing progress against the level descriptors. Paper-based folder for evidencing practice.
Profile Pupils – 3 children should be tracked throughout the placement. Focus on the unique child, overcoming barriers to learning and impact of teaching on pupil progress
Additional subject-specific school-based tasks in Placement 1 handbook. Student should lead on this.

16. Weekly meeting - prompts
Tell me how you are making progress against last week’s targets.
How has your teaching impacted on children’s learning this week?
Show me an example of a lesson evaluation and how you have used this information to inform future teaching?
Tell me what you are learning about ‘x’ as a learner (profile child). How are you documenting their progress?

17. Assessment of Placement 1
Formal observations (Form 2) and ongoing ‘informal’ feedback – formative assessment
Student Self-evaluation and discussion – weekly evaluations, highlighted level descriptors
Placement Progress Review Point – end of 3 week block; Confirms ‘on track’ to meet placement requirements
End of placement graded report (Form 1) in final week
Decisions are triangulated - school, University and student
Concerns about progress may be noted at any point during the placement – 2-Step Support and Intervention Plan
Grades should not be a shock or surprise – be active in the process. Share self-evaluation, ask what you need to do to move up into the next grade banding
Headteacher can ask you to leave, if they have serious concerns, without needing to have followed the process

18. Placement Progress Review Point (replaces readiness to commence form)

19. Support and Intervention
For any student who is struggling to meet the placement requirements:
Step 1 – Support and Intervention plan
Support strategies identified; 1 week review
Step 2 – Cause for concern
Concerns identified against Teacher’s Standards
1 week review period;
In exceptional cases, a Headteacher can terminate the placement without following this process. (See handbook)

20. Step 1 – Support Intervention Plan
Can be initiated by the Link Tutor or Mentor.

21. Support for students
School staff – HT, mentor, class teacher, teaching assistants, pupils
University staff – Link tutor, Personal Tutor, Rachel Eperjesi, Vicki Parfitt, Fiona Hunt
Student Services / Helpzone
Peers
Family
Word of caution...

22. Grades
Judged against the Placement 1 level descriptors (see Moodle and SE handbook)
1 – Very good
2 – Good
3 – Requires Improvement
4 – Unsatisfactory – fails to meet the standards
All students are expected to be Grade 1 or 2 (against Placement 1 Level Descriptors) by the end of the placement.
3 – satisfactory, but cannot be satisfied with that

23. University Contacts Jane Moore - Module Leader (jmoore@glos.ac.uk)
Rachel Eperjesi – PGCE Course Leader
Partnership Office
All students will have a University Link Tutor and a Personal Tutor. The Link Tutor is the first point of contact for the school/setting.