1. (primary university centred)
Mentor Briefing for
PGCE SE3 Placement
(primary university centred)

2. Contacts
SE3 Placement Director: Ann Jones T: E: Placement team office T: (Rachael Brook) E:

3. Weekly s will be sent to mentor / link tutor and student teacher throughout the placement with reminders of key requirements. Please check that you are receiving these as they may be sent to the school office.

4. The Student Teachers have completed:
SE1 – 6 weeks autumn 2018
SE2 – 6 weeks spring 2019
1 week enrichment – February 2019
A range of experiential days in school focussing on SEND, EAL, EYFS and age ranges before and after their chosen age range.
All taught sessions and academic assignments

5. (Tues 18th external examiner visits)
01 Apr
SE3 preparation week
08 Apr
40%
15 Apr
Easter
22 Apr
29 Apr
Week 1
60%
06 May
Week 2
60-70%
13 May
Week 3
Shared appraisal and Interim Report by Friday 17th May
70-80%
20 May
Week 4
Grade 3 Intervention workshops – Friday 24th May
80%
27 May
Half term
03 Jun
Week 5
10 Jun
Week 6
17 Jun
Week 7 Exit Interviews
(Tues 18th external examiner visits)
24 Jun
Week 8 (Mon – Thurs only)
Final sessions in university

6. Key features of the SE3 Preparation Days
Expectations are set out in the SE3 handbook.
Gather contextual information, start School Based Tasks and get to know the children, the classroom and school routines.
Some teaching of groups and whole class – up to 40% of 2nd preparation week.
Planning must be in place checked by the mentor no later than Monday 29th April 2019

7. Key features of the SE3 block
Student teachers move from 60% to 80% timetable, aiming to be, as far as possible, the class teacher.
Six appraisals (minimum) spread evenly over the 8 weeks.
There should be an additional early reading (phonics) appraisal for all students.

8. The SE3 assessment process
Midpoint Moderation Appraisal (one of the six) with mentor and link tutor (week 3).
Interim report (submitted via STASS) – by Friday 17th May
Exit Interview with link tutor (week 7or 8).
Triangulation meeting (student teacher, class teacher and mentor)
Review achievement of Teachers’ Standards
Summative reports – mentor (on STASS by Thursday 27th June), CT and student teacher (on paper)

9. Planning
Teaching should only be undertaken by student teachers based on clear and prior planning.
Student teachers in EYFS should follow the planning used in their setting.
Student teachers in KS1 and 2 must prepare medium term plans in advance and plan for every taught session.
YSJU pro-forma does not need to be used.
If planning has not been approved, the student teacher must NOT start their placement and the link tutor and SE Director must be informed.

10. Medium term planning
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).
- 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.

11. Short Term Planning
Student teachers can use their chosen pro-forma which should include:
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
Student teachers can move towards realistic teacher planning (daily or weekly plans) when showing sustained competence at grade 2.

12. Non-contact time
Throughout the placement student teachers should have10% PPA and 10% CPD time each week. This should be timetabled.
Student teachers should be proactive in planning their CPD. Activities should focus on developing weekly targets.
Professional development should be recorded in the CPD tracker.

13. Gathering evidence
Student teachers should be encouraged to identify (with the support of mentors) practice which demonstrates their achievement of the Teachers’ Standards.
This should be noted in the Record of Professional Development throughout the placement and shared with the mentor.
3-5 pieces of evidence should be gathered for each standard, this does not have to be physical evidence.

14. There should be three Link tutor visits
In preparation days or early in main block  
Visit 2:
Stage 1 of exit process (week 3)
Shared appraisal at mid-point to support target setting
Visit 3:
Stage 2 of exit process (week 7 or 8)
Exit interview in final two weeks of block (+ moderation of judgements)

15. Information booklets to support the placement:
SE3 Experience Handbook
detailed expectations for the placement
Appraisal handbook
All the necessary forms for mentors for appraisals
A new appraisal form is in use this year
Planning and Assessment Guidance
Planning and assessment information and documents for student teachers
Dealing with Placement problems
Guidance to support mentors and student teachers
if there are issues.
All booklets can be found on the website

16. Student teachers should keep four School Experience files
Student teachers should keep four School Experience files. Mentors should check these regularly.
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. Record of Professional Development
Student profile document
Reflective learning journals
Grading Guidance
4. Monitoring and Assessment File
Samples gathered under 11 headings to
support the exit interview process

17. Weekly reflective learning journal and the record of weekly meetings
Mentors should 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
Mentors need to decide whether they are happy with an electronic copy and if so, when? Lay your ground rules about communication outside school.

18. Weekly reflective learning journal and the record of weekly meetings
The first sections of the RLJ should be completed by the student teacher and discussed with the mentor during their weekly meeting.
The rest of the RLJ should then be completed through discussion between student teacher and mentor. It should be informed by lesson evaluations, and by an overview of the whole week.
Student teachers should be demonstrating sustained competence throughout the week.
During the weekly meeting the reflective learning journal should be used to help identify targets for the forthcoming week.

19. The Emerging Professional
We expect student teachers in their final placement to be:
Reflective
Increasingly autonomous
Demonstrating sustained competence in the classroom, meeting all Teachers’ Standards
Demonstrating potential to become an NQT by fulfilling all aspects of the role of class teacher
Positive, willing to learn and happy to get involved in wider school life

20. Formative feedback All appraisals should result in:
Constructive, formative feedback;
Subject specific feedback
Target setting related to the Teachers’ Standards
Supporting the student teachers in understanding how to improve
e.g. from Requires Improvement to Good or Good to Outstanding
Refer to the ‘Good to Outstanding booklets’ to support this development

21. Placement Grading
Final grades are identified at the end of the placement in discussion between mentor and link tutor.
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.
Please use the NASBTT guidance to support the grading process
Final grades are embedded in the student teacher’s reference.

22. Dealing with problems
Clear procedures in the ‘Additional Support Proccedures’ booklet
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 until time is short!
Contact link tutor first or SE3 Experience Director if it’s urgent/major
Students at grade 3(RI) or below will need additional targets in place using the YSJU Requiring Improvement Action Plan pro-forma

23. Finally – SUMMING UP Refer to the Handbook regularly and weekly emails
Discuss the student teacher’s targets from the SE2 Placement and how to address them
Ensure the student teacher is ready to start the block – satisfactory files and initial planning
Plan a timetable for the whole block if possible
Arrange weekly meetings and discuss student teacher’s reflections and grades

24. For nurturing our student teachers
Thank you
For nurturing our student teachers
A moderation meeting for this placement will be held in May – details to be confirmed