1. PGA Teaching Experience Briefing
Diane Warner
PGA Teaching Experience Leader
Before presentation open-up Partnership website pages and write link underneath.
Open Moodle site
REFER to PGA handbook & General TE Handbook

2. PGA is 15 weeks in total 30 Sept 2019 – 7 Feb 2020
First three weeks INDUCTION – 30 Sept to 18 Oct.
Half-term, Christmas holidays
Total of five days ‘Return to university’ days
One week in university – Curriculum Studies assignment.
Cross-curricular/Creative final week 3-7 Feb 2020

3. Any questions on the dates?

4. Outcomes for PGA
Observed and learnt from teaching across the Primary age phases
Independently planned and taught individual and sequences of lessons in English, Mathematics, Science and some foundation subjects
Understood how assessment is part of the planning and teaching cycle
Provided evidence in Professional Development Review (PDR) PORTFOLIO of meeting the Teachers’ Standards
Completed professional development activities (PDAs): Phonics & Reading; Mathematics; etc.

5. Your entitlements…
Induction 3 weeks – orientate, settle, build relationships, find out….
Time for planning, developing your file, learning in/about other classrooms/key stages, observing experienced staff.
Weekly meeting to review progress – recorded by you on the review record template
Weekly formal observations by Mentor
Written feedback (RoLOs)
Q: Why should you have formal observations by your CM, aren’t informal ongoing ones enough?

6. Entitlements continued…
Regular monitoring of your File, including checking lesson planning, evaluations and assessment
University Visiting Tutor - QA visit
Interim Report
Final Report
Cross-curricular/creative week – independence, not assessed, completely in your hands!!

7. Who’s who ? Class Mentor Professional Mentor University Visiting Tutor
Partnership Tutor
PGA TE Leader
PGCE Primary Programme Leader
Students read through the list.
An easy question: Who is the PGCE Primary Programme Leader (Man of Steel!)
What do you think could be the difference between the Class Mentor and the Professional Mentor? How could this impact on you?

8. Acronyms TE RoLO CfC PGA PGB PPA PDA EHC (plan) EYFS CM PM UVT PT
An EHC plan is a legal document that describes a child or young person's special educational, health and social care needs. It explains the extra help that will be given to meet those needs and how that help will support the child or young person to achieve what they want to in their life.
PDA – professional development activity

9. EYFS If you have been placed in Nursery or Reception, you should access additional placement guidance. Early Years’ section in the PGA Moodle site. In this section you will find materials and guidance to support you. Seminar: Tuesday 24th Sept BR with Elly Hoskins

10. PDR portfolio Collect on a weekly basis:
RoLO & Weekly mentor meeting review record
Examples of evidence – plans, assessments etc.
Interim report (with response to next steps completed) at the end of interim week (before return to university PDR session; & Final report at the end of the placement
Evidence - notes, observations, reflections throughout and on standards after the end of placement; and children’s work (anonymised and with permission)
Q. What does CM stand for? What is their role?

11. Before TE begins Write an introductory e-mail to the Head Teacher:
Thank the school for offering the placement
What you are looking forward to about this particular placement
Outline your personal targets
Give details about any hobbies or interests that are relevant to the placement (languages, sport, music, dance, art, books, etc)
Contact the UVT to:
Provide contact details of your CM - name, class, .
This is not an onerous task and makes a big difference to how you are perceived before you even begin.

12. Take MMU ID DBS – Arranged through placement office
On Day 1
Take MMU ID
DBS – Arranged through placement office

13. Induction - 3 weeks USE IT WELL
Contextual Analysis - website, questions, looking
Observation – of CM, teachers in others key stages, subject leaders, senior teachers (assessment, SEND)
Professional Development Activities (PDAs)
First bits of teaching (phonics/comprehension and Mathematics lesson) or more if you wish…small groups or whole-class if ready.
Settling in with class – reading stories/class novel, taking register, working with groups, looking at assessments.
USE IT WELL

14. Start of block to Interim
Building up to 50% teaching – see paired placement guidance for breakdown.
Use weekly guidance schedule to guide you and CM to organise a timetable with you.
Developing daily planning from supported (by CM) to independently planning for whole class
Learning to: differentiate, include TAs, manage behaviour, SEND needs…
Developing your voice, teacher presence and confidence.

15. Interim Week Work with CM to discuss and agree gradings and targets.
CM writes report with clear targets.
You write response to each target - be clear about how exactly you will fulfil each target. What will the steps be to achieve your target?
Q. Name one thing you should do before TE starts? Why?

16. How grades are calculated
Grade 1 Profile student:
5 or more Grade 1s
 Grade 2 Profile student:
5 or more Grade 2s
 Grade 3 Profile student:
5 or more Grade 3s

17. Grade 3 ‘On track’ or Grade 3 ‘Needs support’ - What is the difference?
3 ‘on track’ = making progress as required
3 ‘needs support’
To move student onwards, actions must be documented e.g. on Interim Report and RoLOs
Action plan - Written at interim by CM in consultation with PM. With QA by UVT if required.
Students should indicate on lesson plans which target areas they are working on.
Follow up support sessions in university if grade for placement is a 3 overall at final for PGA.

18. Grade 4 - Guidance Grade 4 in ONE or more of the Teachers’ Standards
In a situation where a student has a varied profile across the grades, a professional discussion will inform and determine the overall outcome.
Important:, a student may have odd flashes of ‘4’ highlighted within a particular grade. This does NOT constitute a failed standard. This would be a standard which was highlighted as 4 for most elements.
If a student has not yet had the opportunity to address an element, please leave blank. Do NOT grade as ‘4’.

19. Grade 4 – Cause for Concern (CfC)
At Interim - Any 4’s for ONE standard = CfC
Extra support from PDR Tutor .
Action plan completed at Interim with clearly defined targets with action points, timescales and support to be provided. UVT informed.
May be Senior Moderator visit
At Final - Any 4’s for one overall standard = Fail

20. If there are problems…
Remember - the sooner someone knows about the problem, the sooner help can be provided. It is the student’s responsibility to share their concerns.

21. If your TE problem is of a personal nature TE problem
(once placement confirmed)
Personal Tutor
University Visiting Tutor (UVT)
Check TE Documentation
(once student in school)
Class Mentor and/or Professional Mentor
Placement A or B Unit Leader (notified by UVT if case is of a serious nature)
TE ABSENCE
If you are absent, you will be required to undertake additional time in school to make up your days.
See page 10 in this handbook
Q: What is a suitable grade that you should be aiming for a the end of TE?
What is the difference between the two Grade 3s?
When is a Gd. 4 not a Gd. 4?

22. Post-interim Targets Focus Week
Focus on learning skills and characteristics of ‘Good’ (Gd.2) of Teachers’ Standards.
Two days return to university - PDR session with personal tutor. Review personal/professional conduct self-evaluation
Whole Cohort briefing focused on:
Evaluating, assessing, reflecting while you are on placement – further guidance and support
PDR Guidance
General Q&A about placement
TE Surgery to discuss problems

23. Interim to final
Consolidating teaching at 50% with a push to 60% for final 2-3 weeks
Addressing targets set at interim and arising beyond
Use grading matrix on weekly basis to track progress and aim for Gd. 2 characteristics.
PE, SMSC, Parents, extra-curricular, display.

24. After Placement Add remaining documents to PDR portfolio
Reflect upon Standards addressed to date
Review personal/professional self- evaluation audit in readiness for PGB

25. Planning lessons
Daily… then move towards weekly, after Interim if ready. CM will advise.
Use MMU planning proformas
Plans should be useful, working documents for YOU... include questions, timings, differentiation, TAs, assessment (type, when, who), plenary(ies).

26. Teaching?
End of Induction - small group, or whole-class if ready. Between Induction and Interim - mainly whole-class with a little group teaching.
After Interim - whole-class.
If on a paired placement, you may do a little more group teaching but whole-class will involve team-teaching as well as lessons where you are the lead teacher
EYFS - whole-group time such as story time, register, snack provision as well as focus (small) group; and scaffolding learning in continuous provision, taking responsibility for the learning of all children in that teaching group.

27. Other dedicated time?
1] PPA - follow your CM’s lead. Approx. 10% of week or part week. Planning, assessing, gathering resources.
2] PD+ PDA + File = 5-10% of week or part week Discuss with CM
PD (Professional Development ) – observing CM and senior /experienced staff in other classes; staff meetings and training. interviews with other staff, understanding the TAs role.
PDA - Professional Development Activities - University tasks to fulfil placement requirements
File Time - manage and develop teaching files

28. RoLOs (Record of Lesson Observations)
Formal written feedback – one each week.
Provides evidence against the Standards
Focus related to targets from previous Weekly Review Meeting, ongoing SMART targets or Interim report

29. The PTA E&A cycle is central to effective learning and teaching
Evaluation
and Analysis
Assessment Planning
Teaching
Q. Do you plan daily lessons for the whole of the TE? Why/why not?

30. Lesson evaluations
Evaluate each lesson/session, as soon as possible after you have taught it.
Annotate and highlight your plans and complete fuller evaluations after a series of lessons, once or twice a week.
Reflect - focus on pupil learning. How do you know? How are you assessing? Did they all learn? If not, why not? What next time? The impact of your teaching on their learning?

31. Assessment - marking Talk to and observe how CM continually assesses.
Begin to formatively assess from the first – observing, taking notes, giving oral feedback, using grids to records,
Mark pupils’ work & record marks Follow school’s policy.
Use your assessment data to inform planning and differentiation for the next steps in learning.

32. Which children need further adult support?
Which children can move onto the next step?
Are there any children who could be stretched further?
DISCUSSION

33. An example of more detailed teacher assessments and accompanying annotations.

34. Helping children to self-assess,

35. PE & SMSC Look for opportunities to observe/contribute to a PE lesson.
Try to teach one lesson which is focused on spiritual, moral, social and cultural development.
Could be part of Topic teaching in the afternoon; a PSHE, RE lesson OR when you teach your Cross-curricular/Creative scheme of work in the final week of TE.

36. Join in…start a club
Playground Duty!!
School Visits

37. The UVT Visit Joint observation
QA short lesson observation but no RoLO by UVT.
Joint discussions with student and CM/PM
Separate discussion with student as necessary.
Q. When and why should you bother to evaluate your lessons?

38. What should you (not) wear?

39. Expectations. Your identity.
We expect you to behave like professional teachers BUT you are also students - there to learn
Be aware that you are joining a team
Be aware that teachers are very busy people but be aware of your needs – NEGOTIATION IS KEY
With children establish a professional manner and distance FROM THE START.

40. Absence from School
Follow the school’s protocols : Telephone the school EARLY ! night before if possible.
Contact Placements Office (All details in general handbook
Students are not allowed to take time off for family celebrations, holidays, weddings etc.
Students must make up time missed to fulfil the 120 days placement requirement.

41. TRAVEL TIME FOR PLACEMENTS
In line with information that was shared with you at open days and at interview: you should expect to travel for 90 minutes each way for each and every placement. We try our to avoid this for both placements, we CANNOT GUARANTEE that one placement will have a shorter travel time.

42. Website and documentation https://www2. mmu. ac
Show where all the (key) documents are

43. Enjoy - learn - collaborate - enable - become …
THANK you!
Enjoy - learn - collaborate - enable - become …