1. School Direct Induction Training Day 1
September 2017

2. Introductions School Direct Team
Claire Murray
Debbie Twineham
Jo Heffer
Elaine Norstom
Karen Piper
Carol Rogers – Bucks
All contact details in the handbook

3. Accessing Information
Password protected – scitt2014
Questions – Post its
Handbook

4. Getting to know you… Name Previous experience Why teaching?
Interesting fact
Be prepared to feedback on each other to the group.

5. Context GTP to School Direct 16 years established Small Borough
2 consortiums
Salaried and Training
Bucks new University Partnership

6. School Direct Salaried Route RBWM/BNU
RBWM – QTS
BNU - Post Graduate Certificate in Educational Practice
60 Master Credits

7. Different School Direct Routes
Salaried
- at least 3 years work experience
- part of school staff
- can teach up to 90%
- 6 week second placement
Training
- Supernumerary
- Term 1 and 2 20% Teaching
- Term 3 and 4 50% Teaching
Term 5 and 6 70% Teaching
8 week second placement
Reading Week – School receives £1500 for training
Complete 1st July 2018

8. RBWM SCITT 2017-2018 28 Trainees – 42 Schools
Primary: 18 trainees Salaried - 10 trainees Training Route - 5 trainees Self Funded - 3 trainees 1 Nursery School 2 Junior School 3 First School 1 Infant School 2 Special School 6 Primary School 3 Independent School

9. Secondary 10 Trainees Secondary: 10 trainees Salaried - 4 trainees
Training Route - 5 trainees
Self Funded - 1 trainee
Windsor Boys’ School 2 Windsor Girls’ School
Churchmead 1 Dedworth Middle
1 St Edward’s Middle 1 Eagle House
1 Maths 1 History 1 Geography 1 MFL
3 English 1 Biology 1 PE 1 Music

10. OFSTED May 2013 Good with many outstanding elements
High calibre of trainees
Early phonics, Mathematics, behaviour
Attainment
Employment

11. Employment
Primary
100%
Employed in RBWM % %
Secondary % %

12. Attainment Primary 2017 20 Trainees 8 outstanding 40% 10 good 50%
Phase
Primary
100%
Secondary
Primary Trainees
8 outstanding 40%
10 good 50%
1 Satisfactory 5%
1 Deferred 5%
Secondary trainees
- 6 outstanding 55%
4 Good 36%
1 Deferred 9%

13. What makes an Outstanding Trainee? Discuss

14. Feedback and Findings from External Moderator Report 2017

15. Teaching Standards There are 8 standards and a part 2
Within each standard there are several bullet points
Sort the bullets points to come under the correct heading

16. Central Training Expectations Attendance Dress Code Lunch
Links to Standards
Evaluations

17. Education Philosophy Tweet your education philosophy
What kind of teacher do you want to be
No more than 50 words

18. School Direct
Lesson Observation

19. Strategies – which are effective / less effective? Why might that be?
Teaching
Impact - on learners’ progress, personal development and achievement. How well do the students learn and achieve?
Strategies – which are effective / less effective? Why might that be?
Teacher intervention- Is it effective? Why/why not?
Overcoming the barriers to learning e.g. students’ functioning in literacy, numeracy and IT?
Behaviour management How effective is it? Does it support learning- which strategies do you note are particularly effective?
Positive learning behaviours How does the teacher foster / inhibit positive attitudes to learning?
Need to analyse not just describe. Develop skills beyond the narrative of what is happening- look for why.

20. Learning
Students response - What are students’ levels of motivation, effort, response and absorption of information and enjoyment?
Students behaviour- Do they have positive attitudes to learning? If so, why? If not, why not?
Pace / rate of learning - Is it appropriate? If so, why? If not, why not?
You will need to begin to talk to the pupils and find out how well they are learning and what any barriers are. Look at how the teacher manages behaviour- which strategies are most effective and why.

21. Achievement
Students knowledge and understanding- What can students do? How does this relate to what they are capable of and to their progress?
Does the teaching stretch them? Could they achieve more? If so, what has hindered them?
Differential achievement – How well are different groups doing? What proportion of students is working at different levels? {boys, girls, more able G&T, less able, SEN, EAL etc.} Are all students doing as well as they can? Is progress in learning being made?
Take opportunities to talk to different groups across a range of ability and skill sets. How have they scheieved linked to objective? What might be their next steps? How do you know?

22. Indicate what students can and cannot do;
Standards
Indicate what students can and cannot do;
What standards are students attaining to in the lesson? Are these in-line / below / above national expectations? If you are unsure, how could you find out?
How is progress planned for/noted?
Talk with you mentors to understand what expectations for the class/group/individual are. Where can you review data to gain a greater understanding of standards. Analyse latest data with mentors to understand how to plan for successful learning.

23. Lesson/Curriculum Area
Classroom Observation Sheet p.86 SD Handbook
Key headings
Class Name
Year Group
Lesson/Curriculum Area
Focus of Observation
Resources Used
Lesson Observation Notes
My Responses to the Lesson
Evaluation (how were the objectives achieved)
Gathering observation notes- SD sheet covers a number of headings. You may want to have a focus for some observations eg behaviour management, managing the needs of specific groups.

24. Pupil Learning- how do you know?
Teaching Strategies
Pupil Learning- how do you know?
Questions to ask teacher
What could happen next?
Use of 5 minute demo film of outstanding lesson. Use headings to come up with some observations to discuss in a group.

25. Trainee Teacher Hub- videos, articles, training packs geared towards trainee
Covering-
Teaching- developing skills
Professional Responsibility- learning more about professional conduct
Whole School Issues- issues that affect whole school- behaviour, parents, SEN, closing attainment gap
Theories and Research- introduction/exploration

26. Observations First Half Term
Week 1 beginning 11th Sept - Standard 1 Week 2 beginning 18th Sept - Standard 1 and Standard 7 Week 3 beginning 25th Sept - Standard 1 and Standard 4 Week 4 beginning 2nd Oct - Standard 1 and Standard 7 Week 5 beginning 9th Oct - Standard 1 and Standard 4 Week 1 beginning 16th Oct - Standard 1 and Standard 7

27. Week 1 – Focus Standard 1 Observations of own class or timetabled sets
Use observation template and look for:
How is classroom set up/arranged/environment
How are routines introduced/ established
Seating plans
Rules/expectations introduced
Discuss above with mentor and how decisions are made
Talk to pupils to see if expectations, routines are clear

28. Week 2 – Focus Standard 1 and Standard 7
Observation of own class or timetabled sets
Use observation template and look for:
Praise/sanctions/rewards are introduced to classes
Consistency – teachers, additional adults
Visuals used
Is policy referred to
Discuss above with mentor and how they are introduced
Talk to pupils to gather pupil voice on praise/sanctions and rewards
End of this week identify 3 pupils of varying ability to track their progress over the year.

29. Week 3 – Focus Standard 1 and Standard 4
Observation of own class or timetabled sets
Use observation template and look for:
How all pupils are involved in their learning
Use of questioning (open/closed)
Gathering pupil feedback
Use of hands up/ group work/partner talk
Use of starters
Use of plenaries
Discuss above with mentor and how they go about this
Talk to pupils about their views on how they learn

30. Week 4 – Focus Standard 1 and Standard 7
Primary - Observations of classes above and below year group based in
Secondary – Observation of subject but different sets
Use observation template and look for:
Praise/sanctions/rewards are introduced to classes
Consistency – teachers, additional adults
Visuals used
Is policy referred to
Discuss above with mentor and how they are introduced
Talk to pupils to gather pupil voice on praise/sanctions and rewards

31. Week 5 – Focus Standard 1 and Standard 4
Primary - Observations of classes above and below year group based in
Secondary – Observation of subject but different sets
Use observation template and look for:
Wow factor
Hooks/pupil engagement
Use of resources
Different learning styles – visual, kinaesthetic, auditory
Pace
Use of Additional Adults
Discuss above with mentor and how decisions are made
Talk to pupils to see if expectations, routines are clear

32. Week 6– Focus Standard 1 and Standard 7
Primary - Observations of classes in different Key Stages
Secondary – Observation of different subjects
Use observation template and look for:
Praise/sanctions/rewards are introduced to classes
Consistency – teachers, additional adults
Visuals used
Is policy referred to
Discuss above with mentor and how they are introduced
Talk to pupils to gather pupil voice on praise/sanctions and rewards

33. Observations and Reflection
All observation notes should be discussed weekly in mentor meetings
See mentor meeting agenda Page 78 Handbook
Continue to use observation model to address standards according to your own Needs Analysis
End of half term use Termly Scheduled Report, Needs Analysis, Observation notes to record in Reflective log:
2 examples of where observations have led to achievement of a standard
Identify 2 standards need to work on next half term

34. September 2017 Mentor and Trainee Training
Induction Day 2
September 2017 Mentor and Trainee Training

35. Introductions School Direct Team
Claire Murray
Debbie Twineham
Jo Heffer
Elaine Norstom
Karen Piper
Carol Rogers – Bucks
All contact details in the handbook

36. Accessing Information
Password protected – scitt2014
Questions – Post its
Handbook

37. Two groups Mentors: What makes an outstanding trainee? Trainees:
What makes an outstanding mentor?

38. Mentor Standards Carter Review External Moderation Feedback 2017
Need for consistency amongst mentors
Mentor Standards July 2016
Non Statutory
Handbook Pages 8-12, Pages 82-97
RBWM SCITT Mentor Offer

39. Mentor Training RBWM SCITT Requirements and Expectations
Session 1 – Thursday 5th October 4pm-5pm
Observations, feedback, needs analysis, cause for concern
Session 2 – Thursday 11th November 4pm-5pm
Second Placement, moderation of Teaching Standards assignments, needs analysis
Session 3 – Thursday 7th December 4pm-5pm
Tracking progress, moderation, needs analysis
Session 4 – Thursday 19th April 4pm-5pm
Gaining QTS, Bundles of evidence, work scrutiny

40. Role of Mentor Ensure attend Central Training
Weekly mentor meeting (page 78)
Written lesson feedback (page 76)
Ensure deadlines are met (checklist page 49)
Read through and support with assignments and presentations
Complete termly assessments
Second Placement
Needs Analysis

41. Structure of the Course
Terms 1 and 2: Module 1 – Planning for Progression
Terms 3 and 4: Module 2 – Comparative Study
Terms 5 and 6: Module 3 – Understanding the Professional Role

42. Terms 1 and 2 Planning for Progression
Suggested 20% timetable – salaried
Training route 20% - trainees are supernumerary
Starters – plenary- building up to whole class
Interview key people – SENCO, subject leads etc
Observations – different subjects, classes, schools
Lesson plans and evaluations for ALL lessons
Every lesson observed (written feedback given)
Weekly mentor meetings
Reflective log
Presentation – Carol Dweck 6th and 12th October
Assignments - Planning for Progression (3000 words) 18th December Identify pupil to track and carry out an intervention.
Tutorials
RBWM Observation visits completed with mentor ( term 2) using Ofsted criteria linked to Teaching Standards

43. Terms 3 and 4 Comparative Study
Salaried - 1 in 3 lessons observed (written feedback)
Training route 50% of lessons observed
Weekly mentor meeting
Second school placement (contrasting environment /phase)
- Salaried: 6 weeks after February half term
- Training route: 8 weeks from Jan , 1 week reading week and 2 weeks back in Lead School before Easter break
Assignment – Comparative Study 16th April
RBWM Observation visit 2 (terms 3 and 4) to be completed with mentor

44. Term 5 and 6 Understanding the Professional Role
Timetable for teaching:
Salaried – up to 80%
Training route - 70%
At least 5 written observations a week
Weekly mentor meeting
Group presentation – phonics
Reflective Study 2000 words
Portfolio – evidence files to be reviewed and content finalised
RBWM Observation- provisional grade discussed with mentor (Term 5)
Final Assessment – external moderator

45. Time allocation
10% PPA and 10% School Direct time This is in addition to central training Based on 4 days a week ( 5 hours a day x 4 days = 20 hours, 10% PPA = 2 hours x 2 = 4 hours a week)

46. Gathering Evidence Standards File Professional File
Planning/Teaching File
Training File
Reflective log

47. Standards File - 8 signatures per standard
- at least 6 pieces of evidence
- variety of signatures
- over 5 terms
Keep all evidence and then choose best to show progression
File each week

48. Gathering Evidence for Standards
Look at the standard you have been given
List all the different ways you can gain evidence to show you have understanding of that standard

49. Examples of types of evidence for Teaching Standards Handbook Pages 57 -67

50. Assessment Mentor observations Accredited Provider Observations
Termly Scheduled Report
Needs Analysis
Mentor Meeting
External Moderator
Cause for Concern

51. Termly Assessments
Grading 1 (exceeding standards) 2 (meeting standards) 3 (Working towards), 4 (not meeting the standard)
Final Assessment
Cause for concern

52. Professional File ‘At a glance’ file
Needs Analysis
Assignment feedback
Presentation feedback
External Observations
Scheduled Termly Reports
Mentor Meeting Minutes
Framework sheets
Observations carried out by trainees

53. Planning/Teaching File
Subject Audit
Planning - Long, medium, short term planning,
Schemes of Work
Class/Set information
Lesson Plans
Evaluations
Assessments
Examples of pupils work
Lesson observation feedback

54. Training File Central training notes School Inset notes
External Training

55. Questions
Mentor evaluations

56. Reflective Log: becoming a reflective practitioner
‘reflection is a form of thinking that deals with more complex or unstructured issues in a considered manner. It may be a matter of ‘making sense of ideas, or ‘re-ordering thoughts’.
Jenny Moon

58. Group Activity: The Park Deeper reflection =better learning
Individually, read the version 1 of an incident which took place in The Park. Which features do you consider are reflective?
Discuss these features as a group and one member act as scribe to collect ideas/feedback to whole group
Read each version and then note reflective features
After version 4,discuss how accounts have changed – list in your groups how accounts have deepened

59. Deepening reflection entails the following shifts:
from description to reflective account
from no questions to questions to responding to questions
emotional influence is recognised, and then handled increasingly effectively
there is a ‘standing back from the event’
self questioning, challenge to own ideas
recognition of relevance of prior experience
the taking into account of others’ views
metacognition - review of own reflective proceses

60. 10 handy tips for mentoring a trainee!!

61. 10. Nothing is too obvious

62. 9. No surprises!

63. 8.Share and Steal!!

64. 6.Take a step back

65. 4. Let them know your secrets

66. 3. Powerpoints= Nervous breakdown!

67. 2. Prepare for tears!

68. 1. Don’t say the T word!!

70. Presentation 1 – 30% of Module 1
Primary Friday 7th October
Secondary Thursday 6th October
This is an individual theoretical 10 minute presentation based on the work of Carol Dweck. Essential summer reading is:
Mindset: the New Psychology of Success by Carol Dweck (2006)
Trainees are ask to discuss the following quote.
"Everyone is born with a tremendous exploratory spirit, but some more than others have this inquiring inquisitiveness, getting into everything, a tenaciousness that lends itself to a growth mindset." Carol Dweck
What do you think is the role of the teacher in ensuring that the exploratory spirit of all learners is fully developed?