1. Mentor Briefing UGSE

2. Aims
To be aware of expectations of student teachers engaged in their final school experience
To be aware of the mentor support required
To become familiar with documentation for the final placement

3. Dates Serial Days: 17th,18th January, 21st - 25th January
8 week Main Block: 28th January – 29th March
Interim report: Friday 15th February 2019
Workshops for those students requiring additional support
w/c 25th February (possibly earlier or later dependent on half terms)

4. Key features of the Placement Preparation Days
Seven days.
Expectations in handbook: EYFS p5-6 KS1 / p11-12
Preparation days are an opportunity to gather data, start School Based Tasks and get to know the children and classroom and school routines

5. Key features of the final Placement main Block
In the main block, student teachers move from 60% to 80% timetable, aiming to be, as far as possible, the class teacher
Seven x weekly appraisals with mentor
Phonics Appraisal – a requirement for both SE2 and SE3
CPD Tracker completed

6. The summative assessment process for the final Placement
Interim report
Midpoint Moderation Appraisal (one of the seven) mentor and link tutor (week 3 or 4)
Phonics Appraisal
Exit Interview with link tutor (week 6 or 7)
Triangulation meeting and report (student teacher, class teacher and mentor reviewing the placement and producing summative reports, overall grading and targets for NQT induction)
A visit from an external examiner to a small sample of schools (March 2018 date tbc)
Midppoint Moderation Appraisal – LT is checking mentors judgements. Required by university
LT will conduct the exit interview without further appraisal. Greater emphasis on M&A file and exit questions. LT will discuss the final grade with mentor.
Triangulation – in school. CT and M or CT/M. Overview of placement, final grade. Setting of targets for NQT year.
External examiners are also moderating. Not judging ST so much as judging our processes.

7. Link tutor visits Visit 1: Early in main block
Visit 2: Stage 1 of exit process
Shared appraisal at mid-point to support target setting
Visit 3: Stage 2 of exit process: Exit interview in final two weeks of block (+ moderation of judgements)

8. Documentation: mentors and student teachers
SE3 Handbook The “Detailed Expectations” section is specific Appraisal handbook All the necessary forms for mentors for appraisals Planning and Assessment Guidance Planning documents and requirements for student teachers Additional Support Procedures: assets/schools/education/initial-teacher-education/Additional- Support-Procedures pdf NASBTT Toolkit - TS All available electronically and in hard copy opportunities/placements/i-am-a-placement-student-ite-and- health/documentation/documentation-information-and-placement- dates-ite/

9. Documentation: student teachers only
Student Profile Contains Summary sheet for school placement Weekly Reflective Learning Journal (RLJ) and record of weekly meetings Teacher Standards evidence pages Summative overviews for mentor, class teacher and student teacher NASBTT grading criteria*
Documentation as mentors plus Student Profile
*NASBTT Toolkit is in the back of the Student Profile – mentors have these pages as stand alone document

10. Changes from autumn 2018
Significant key changes have been made to :
New appraisal Form in 2 parts which includes Evaluation to be completed during feedback
Additional Support Procedures – more streamlined (replaces ‘Dealing with Placement Problems’)
Appraisals no longer require an overall judgement to be made.
Post appraisal reflective discussion: Q4 re-worded “What will you do next?” instead of “What is your evaluation?”
TS grades now on the weekly RLJ, not just associated with the appraised lesson.
3. Weekly RLJ now more robust. Mentors to input re grades for the week, not just a lesson. Previously, sometimes difficult to evidence for every standard within every appraisal, but taking a broader view now, so eg. TS 8 “Fulfil wider professional responsibilities” may be easier to comment on. The students should record the evidence towards the Teachers’ Standards in their Student Profile document.
4. Student Profile handbook has some changes: weekly RLJ with the grades, NASBTT grading criteria (see later) Pages to record TS unchanged.
5. Interim followed by Intervention Day .All grade 3 STs to attend. NB Grade 3 not a fail.

11. Important elements
Grading against individual Teachers’ Standards part of the weekly meeting and also in summative judgements at the end of the placement.
Early check against targets set in SE2. These should be met by the end of week 2 where possible, and intervention strategies put in place if necessary.
Early use of ‘Requiring Improvement Action Plan’ pro forma for students achieving grade 3
Important to give STs every chance to set things right if they are achieving Grade 3. ‘Cause for concern: action plan’ targets should be set if insufficient progress is being made towards meeting the targets by the end of week 2. See page 3 ‘Supporting students causing concern’ document?
2 levels but can be on either level at any time I .e not progressive)

12. REMinders! 1.PHONICS APPRAISAL
Every student MUST have an early reading appraisal in SE3 (as well as SE2) The appraisal must be undertaken in a KS1 or EYFS class. Students are expected to plan and teach a sequence of three (minimum) lessons on phonics with a class or group. The appraisal should take place in the final taught lesson. Students can be appraised by your mentor or EYFS/KS1 teacher.

13. 2. CPD Tracker
All students must have their CPD tracker signed off by their mentor when they have completed the different aspectss
There may be other aspects undertaken in consultation with mentors
There is space for any aspects to be added on the tracker

14. The exit moderation process
Takes place in two parts . This helps ensure accuracy and appropriate rigour in the assessment of all trainees
Stage 1: A shared / moderated appraisal which should be undertaken at the midpoint of the final school experience and be conducted jointly by the link tutor and the mentor
Stage 2: An exit interview which should take place at the end of a final school experience during which the link tutor will check the student teacher’s supporting evidence and agree the mentor’s final summative judgments.
This is a quality assurance process ensuring that all judgments made by mentors are in line with those made by link tutors

15. Judgments and target setting
Lesson appraisal FORMATIVE judgments
Summative judgements: weekly, interim, final( Looking at all the supporting evidence )
Judgments made against individual Teachers’ Standards (at this point in the student teacher’s development)
The student teacher should record the evidence of the progress from this lesson made towards meeting the Teacher’s Standards in their profile document, referring to NASBTT guidance document.
Lesson appraisals include highlighted judgements – best fit with statements. No overall grade is given although it is implied due to highlighted areas
When making summative judgements during weekly meeting against the individual teachers’ standards, mentors should consider the impact of student teachers’ teaching on pupil learning and progress, the student’s attitude towards their wider professional responsibilities or professional relationships for example, or their willingness to take and work upon advice. Part 2 TS.
Summative judgements to be made against the individual TS and these should be recorded on the weekly RLJ discussion sheet. Please note there is no expectation that there will be evidence for every standard every week and please remember targets set as an outcome of the appraisal should be standards related.
The student teacher should record the evidence towards meeting the TS in the standards pages in their Student Profile document. This will be lodged within their standards file.

16. Process Formative grading against the Teachers Standards ( weekly)
Indicative summative judgment at the interim ( midpoint) of the placement
Final summative judgment at end point of the placement

17. The Emerging Professional
We expect student teachers in their final placement to be:
Reflective
Increasingly autonomous
Demonstrating sustained competence in the classroom
Demonstrating potential to become an NQT

18. weekly reflective learning journal and the record of weekly meetings
It is extremely important to arrange a regular weekly meeting with the student teacher
Consider Friday or Monday so that the RLJ can be read, discussed and acted on in the following week
The questions should be given to the mentor in advance of the meeting
Mentors need to decide whether they are happy with an electronic copy and if so, when? Lay your ground rules about communication outside school
Student teachers are advised they must evaluate each lesson taught and use the evaluations to inform their reflections and discussions with their mentor, alongside comments and outcomes from appraisals. This information should support the target setting process.
Weekly meetings can be difficult to set up and maintain. STs have been told that teachers and mentors are busy, but if you can arrange a timetabled slot, that would be really helpful.
[See Student Teacher’s profile document]
There is clear guidance as to the process for doing this, but the aim is to ensure the student teachers become more reflective and self evaluative.
There are key discussion points as a framework for discussion at the weekly mentor meeting.

19. weekly reflective learning journal and the record of weekly meetings
The RLJ should be completed by the mentor and student teacher through discussion during their weekly meeting. It should be informed by lesson evaluations, and by an overview of the whole week.
Student teachers should be demonstrating sustained competence
During the weekly meeting the reflective learning journal should be used to help identify targets for the forthcoming week.
Student teachers are advised they must evaluate each lesson taught and use the evaluations to inform their reflections and discussions with their mentor, alongside comments and outcomes from appraisals. This information should support the target setting process.
This pro forma can be found with the student teacher’s profile document .
There is clear guidance as to the process for doing this, but the aim is to ensure the student teachers become more reflective and self evaluative.
There are key discussion points itemised as a suggested framework for discussion at the weekly mentor meeting.
Sustained competence means all week and across the series of lessons, not just the appraised lesson.
Mentors may need to talk to class teachers and support staff for a broader view

20. Summarise and review your progress towards your targets from last week.
2. Summarise this week’s teaching. What evidence exemplifies the quality of your teaching and your impact on pupil learning and progress?
3. What evidence demonstrates your awareness and analysis of your own professional development needs?
4. Identify a lesson, activity, interaction or observation that has had a significant impact on you or your pupils. Explain the significance of this.
REFLECTIVE
See also
Student teachers should use a range of evidence including
Planning
Pupils responses
Marking and feedback
Assessment and planning records and evidence of their own and pupils learning over time.
Reflections and evaluation

21. REFLECTIVE See paper copies for grading
5. Identify your key objectives / targets/actions for the next week. Consider what needs to be learnt, understood or developed during the forthcoming week.   
6. Outline any specific actions that may need to be taken.
Mentor comments /suggestions
REFLECTIVE
See paper copies for grading

22. Increasingly autonomous
Planning, teaching and assessment of whole class
Own professional development, including the use of CPD time
That they are prepared for the daily rigour of the job
An ability to cope with change/be flexible
Taking responsibility:
- Planning, teaching and assessment of whole class is regardless of KS1/KS2 or Foundation Stage (unless working in a nursery or FS setting with a very large number of children in which case there will be a key worker)
CPD – please help the STs to plan useful time, perhaps addressing targets. Observe good practice, see other age groups, observe lessons not being taught by themselves etc

23. Sustained competence COMPETENT
Consistency in all aspects of preparation, teaching and assessment
Reliable standards when not being appraised
Good role model in all situations

24. Potential to become an NQT
Meet all Teachers’ Standards
Fulfil all aspects of the role of the class teacher
Highly respected by learners and colleagues
Positive attitude
Willingness to learn and be available to help
Stress that all the Teachers’ Standards must be seen to be met by the end of the placement. If there is any difficulty with this, mentors should contact the link tutor in plenty of time to rectify the situation
This includes all aspects we would expect of an NQT – i.e. having their trainers ready for PE; they know which day/s they are on playground duty; they adequately brief TAs in a timely fashion; communicate with parents and colleagues as appropriate and manage their time effectively throughout. This does not mean they should not seek support where necessary, but this should also be timely and considerate of the demands on other professionals.
tor.

25. The mentor role Support Planning, teaching and assessment
Classroom management
Professional development and wider involvement in the school
For completion of school based tasks
Appraise
Lessons
Professional performance and characteristics
Files
Mentor responsibilities during the course of the placement
Support should link to planning (support initially for planning and providing access to required materials – here look at the planning and assessment guidance document and the requirements. Student teachers need to demonstrate that they can produce consistent, competent planning with all elements in place.
ensure use of CPD and PPA time is planned.
Appraisals
Weekly meeting to look at the reflective learning journal
Support (sharing of medium term planning –Files – link to OfSTED (characteristics as previously shown)

26. Preparation Days PREPARATION
Familiarising with school polices and routines, including the school behaviour policy
Getting to know children and staff
Finding out about prior learning
Preparing planning for the main block
Observing and teaching alongside the class teacher
Taking increasing solo responsibilities for the class
School Based Task (Behaviour Management)
See Handbook
A decision is taken regarding planning competence at the end of the preparation days.
Any problem with this – contact LT
SBT: Behaviour management

27. Planning
PREPARATION
Teaching should only be undertaken by student teachers based on clear and prior planning.
Student teachers must prepare medium term plans in advance and session plans for every taught session.
YSJU pro formas do not need to be used, but there must be a written plan for every session taught. Please refer to the planning and assessment guidance document.
Medium term planning for the main block must be approved by mentors by the end of the preparation days .
If planning has not been approved, the student teacher must NOT start their placement and the link tutor and SE Director must be informed.
The emphasis is on the student , as a reflective practitioner, to implement a manageable and useful system of planning for and monitoring and assessing children’s learning. (p2)

28. Medium term planning PREPARATION
Student teachers may use school medium term planning pro forma structures as long as these include all the elements identified on the University medium term pro forma:
- Number of weeks / sessions.
- Length of sessions.
- Learning objectives.
- Success criteria (steps to learning).
- Curriculum 2014 reference.
- Teaching and learning activities.
- Resource implications.
- Assessment opportunities.
Medium term planning may take a variety of forms such as thematic, skills based or ‘creative curriculum’ planning.
It is likely that student teachers will use copies of the school’s medium term plans to establish their own school experience medium term planning. They should construct an overview of their curriculum responsibilities during each school experience and how each subject for which they are responsible will develop over the duration of the school experience.
Flexibility important here.

29. Main block
MAIN BLOCK
60% teaching to start, working up to 80% by week 3.
10% PPA and 10% CPD time.
Becoming the class teacher
Reflective
Increasingly autonomous
Demonstrating sustained competence in the classroom
Demonstrating potential to become an NQT

30. Planning MAIN BLOCK Key features of effective planning:
Key learning objectives referenced to NC/ELGs etc.
Success criteria
Assessment plans
Use of other adults [if appropriate]
Activity/differentiation/special considerations
Resources
Vocabulary
Brief outline of session including key questions as appropriate
Evaluation of learning and teaching/next steps
Expected timings
Planning and assessment guidance document has examples of good planning as well as proformas.
All latest documentation is available on the website
Essential that Learning Objectives and Success Criteria are of good quality whatever planning pro forma happens to be used.
There will be built-in opportunities within the university to support trainees who do not meet this criteria.
Planning workshop w/c 15th February for additional support.

31. MAIN BLOCK
Students may devise their own format for planning but must ensure they pay particular attention to the impact of their teaching on pupil progress.
Student teachers should evaluate each lesson taught making particular reference to the impact of their teaching on pupil progress. This information should inform their weekly reflections and subsequent target setting.
There is no longer a need to use the YSJ session plan pro forma (unless student teachers choose to do so) .
The blank and completed assessment pro forma to be found on Moodle and on the York St John website are offered as both guidance and tools to work with. They are not examples of ‘this is the way to do it’.
Student teachers may use the planning format used by the setting (this is particularly relevant in EYFS)
Students will need to complete a session plan for every individual lesson they will teach. Not only will this ensure they are clear about the content and structure of the lesson, but it will help provide evidence against some of the Teacher’s Standards.

32. Monitoring and Assessment
MAIN BLOCK
Significant expectations around monitoring and assessment.
We expect the student teachers to:
Start with basics provided by YSJU
Increasingly take on more of the school’s approaches and/or their own approaches developed alongside the school
Have robust cycles of planning, teaching, assessment
Clear and useful records – Meaningful and Manageable (M&A Audit)
M&A important for preparation for NQT responsibilities and expectations of head teachers.
Important for the Exit Interview

33. School Experience files
MAIN BLOCK
Well kept files are required for passing this placement
Four files:
1. Teaching file
Everything needed for one week in the classroom
2. Planning and archive file
Long and medium term plans, schemes of work etc.
Overviews where appropriate
Archive of lesson planning
3. Standards file
Student profile document
Grading Guidance
School based tasks
4. Monitoring and Assessment File
Assessment records
Samples gathered under 10 headings to support the exit appraisal process
See handbook pages as appropriate.
Stress monitoring and assessment file – this is now a key part of the NASBTT guidance about grading against the Teacher's Standards.. The student teacher who is outstanding in all aspects but their paperwork will now have greater reason to ensure high quality work in this area.

34. Formative feedback MAIN BLOCK All appraisals should result in:
Constructive, formative feedback;
Subject specific feedback
Target setting related to the TS
Supporting the student teachers in understanding how to improve e.g. from RI (Requires improvement to become good) to Good and Good to Outstanding
NB No summative judgments or overall grades for appraisals (See weekly RLJ)

35. Placement Grading JUDGEMENTS
Grades of 1 = Outstanding, 2 = Good, 3 = Requires improvement to become good and 4 = below standard.
All grades are appropriate to the stage of the student teachers' training
Final grades are embedded in the student teacher’s reference
Remember, students can be awarded QTS if they complete their placement at grade 3 (RI) providing there is sufficient evidence they have met all the Teachers’ Standards

36. Placement Grading JUDGEMENTS Refer to the documents
Use of Teachers’ Standards to inform grading for all School Experiences
(See guidance in Appraisal Handbook p23-27 and NASBTT Toolkit which provide s greater detail for making overall summative grading judgements )
Students should have highlighted the NASBTT guidance document on the Teachers’ Standards as a self evaluation before the start of this placement
This is repeated halfway and at the end along with mentors support (See Handbook weekly reminders)
‘Use of teachers Standards to inform UG Grading for all school experiences ‘ can be found on pages in the appraisal handbook

37. Summative Judgements – exit process
. Discussion of and agreement on a final summative grading - link tutor and mentor. Summative judgements are made on a ‘ best fit’ basis against the Teachers Standards judging competence.
Exit Interview
Some student teachers will have an additional moderation appraisal from an external examiner
Refer to Handbook p22-24
Discussion of and agreement on a final summative grading - link tutor and mentor.
Summative judgements are made on a ‘ best fit’ basis against the Teachers Standards
LT completes form after Exit Interview, checks all files and notes the agreed final grade.
Trinagulation is a development of the grade with shared overviews/reports and discussion with student teacher.

38. Triangulation JUDGEMENTS
Mentor, class teacher and student teacher. This should be done as a collaborative exercise with the student teacher
Final report/summative comments from each
Final signing off of standards
Target setting for NQT induction
Final grade will already have been discussed with LT and usually finalised at that point – sometimes unsure, especially if still two weeks left and LT may leave mentor to make final decision later. Contact with LT please.

39. Dealing with problems JUDGEMENTS
Clear procedures in the Additional Support Procedures Document
Most problems are small and can be solved quickly at school level
Anything bigger or longer term MUST involve YSJU at an early stage. Don’t wait till time is short!
Contact link tutor first or SE3 Director if it’s urgent/major
Students at grade 3(RI) or below will need additional targets in place using the YSJU Additional Support Procedures Guidance
See Dealing with School Placement problems p8+
Refer to on a need to know basis – too much information which we hope won’t be needed.
Remember mentor  link tutor  module director  head of programme
There’s always support
Correct procedures to follow. Must to be fair and transparent if problems are not resolved.
A student may be withdrawn, have the placement terminated, deferred, failed. Circumstances are taken into account and each case investigated. Possible case review at university afterwards.

41. Cause for Concern Action Plan
Can copies of C for C please be sent to:
Sally Maynard (SE Director – ) as well as to:
Student’s A.T. (students’ responsibility to send)
Link tutor (Link Tutor should be aware, will have discussed targets and signed the form along with the mentor)

42. Finally – SUMMING UP Refer to the Handbook regularly and weekly emails
Understand the files – especially Teaching, M&A and Standards
Discuss the student teacher’s targets from SE2 and how to address them
Check MTPs before the main block and all planning during. Is the student teacher focussing on children’s learning or activities and tasks?
Plan a timetable for the whole block if possible
Arrange weekly meetings and discuss student teacher’s reflections and grades
Are assessment records focussed on children's learning?
Overall confidence, competence and progress

43. Weekly s will be sent to mentor / link tutor and student teacher throughout the placement with reminders of key requirements

44. For supporting our student teachers
Thank you
For supporting our student teachers
And have a very Happy Christmas!
All documentation can be found on our website:

45. Contacts
Sally Maynard: SE3 Director T: E: Nicola Thompson : Student Placements Team Manager T: E: School Placements Office T: (Charlotte Moore) E: