1. External Mentor and Link Tutor Conference Tuesday 27th January 2015
York St. John University
ITE Primary Partnership
PG Developmental placement moderation meeting for mentors and link tutors
‘Supporting student teachers throughout school experience’
External Mentor and Link Tutor Conference   Tuesday 27th January 2015

2. AGENDA Key changes... Some reminders
Key changes... Some reminders
Meeting the Teachers Standards and gathering the evidence
Making judgements....
Grading ‘Good’ and ‘Outstanding’ student teachers. What might we be looking for ?
Student teachers who require improvement to become good.
Grade 3 (requires improvement) implications - overview
Setting targets to improve outcomes
Review of purpose of files .
Quality assurance
Questions

3. Key questions.....
1. How well has (York St John) University prepared student teachers to be teachers? (Have we given them the tools & the skills?)
2. How well are student teachers doing in the
class-room?
(Can they use these tools & apply their skills?)
3. How well can student teachers explain what they have done and why they have done it? (What is their evidence – verbal & in their files?)

4. Developing the teacher of the future …….
Preparation through theoretical underpinnings at University.
Application of skills and knowledge in the school environment.
Development through reflection on own practice and knowledge during and after school placement.
How well has (York St John) University prepared student teachers to be teachers? (Have we given them the tools & the skills?)
This is YSJ responsibility- preparation input through lectures etc. Mentor needs to be aware of programme input: handbook
2. How well are student teachers doing in the class-room? (Can they use these tools & apply their skills?)
Putting into practice- student responsibility with guidance from mentor-offers role model(s)- feedback on successes and areas to develop.
3. How well can student teachers explain what they have done and why they did it? (What is their evidence – verbal & in their files?)
Mentor responsibility to encourage and develop reflection and analysis through post lesson feedback and weekly meetings.

5. Overview of revisions to documentation and tracking procedures for school experience
Significant key changes :
Assessing against the Teacher’s Standards within appraisals
Post appraisal reflections and target setting.
Students teachers’ weekly reflective learning journal
Revisions to student teachers’ profile document
Revisions to planning requirements and supporting guidance.
Procedures for students ‘Causing concern’ : action plans and tracking.
Procedures for students working at Grade 3 (requires improvement). Procedures and tracking .
Monitoring and assessment file.

6. Some reminders
Aim is for 100% of student teachers at ‘good’ or ‘outstanding by the end of their programme
These students are still only half way through their programme

7. Overview Requires improvement to become ‘good’
Emphasis on Pupil Progress
Overall judgement of the lesson
Targets
Part 2 of Standards
Clarification of grades

8. The importance of making honest judgements based on where the students are at this stage of their training ( mid point)

9. Structure of placements
The focus of the different school experiences shapes the student teachers’ development:
PG Introductory phase – awareness of learning and teaching.
PG Developmental phase – becoming a teacher.
PG Consolidation phase – the emerging professional.
Meeting the Teachers’ Standards in order to attain QTS.
DVD Activity
Watch Hannah teaching Maths - what stage is she at?
How is she meeting the standards – TS7and TS3

10. The cycle of development …..
Observation and appraisal
Formative feedback and support for reflection
Making summative judgements
Ensuring development
Targets and next steps

11. Observation and appraisal
Gathering evidence towards the Teachers Standards
Observation and appraisal
Observation and appraisal
Formative feedback and support for reflection
Making summative judgements
Ensuring development
Targets and next steps
Check previous targets
Read the planning
Observe the lesson
Formal appraisals
Informal appraisals
Appraisal pro forma
Impact on pupils’ learning
Subject knowledge
TS4
DVD Activity –
read Anna’s English planning – what do you think the lesson will be like? Strengths? Possible pitfalls?
Watch Anna’s lesson for 10 minutes (starter)
What would you be suggesting as the mentor?

12. Summative judgements Formative feedback informs summative judgements .
Gathering evidence towards the Teachers Standards
Observation and appraisal
Formative feedback and support for reflection
Making summative judgements
Ensuring development
Targets and next steps
Formative feedback informs summative judgements .
Supportive.
Constructive.
About honest discussion.
Assessed against the individual Teachers’ Standards.

13. Ensuring development Encouraging reflection.
Gathering evidence towards the Teachers Standards
Ensuring development
Observation and appraisal
Formative feedback and support for reflection
Making summative judgements
Ensuring development
Targets and next steps
Encouraging reflection.
Challenging the student teacher.
Use of planning guidance.
Retrospective planning.
Causing concern.
Those likely to achieve ‘requires improvement to become good ’ - grade 3.
CPD.
TS8 and TS4
Challenging at every level - particularly the outstanding
Refer to mitigation policy
Knowing which colleagues can offer support e.g. student teacher observing their management of behaviour

14. Ensuring development Post appraisal reflective discussion used to
Gathering evidence towards the Teachers Standards
Ensuring development
Observation and appraisal
Formative feedback and support for reflection
Making summative judgements
Ensuring development
Targets and next steps
Post appraisal reflective discussion used to
review previous targets
identify strengths and areas for development
set subsequent targets .
About impact on pupils’ learning not student performance!
TS8 and TS4
Challenging at every level - particularly the outstanding
Refer to mitigation policy
Knowing which colleagues can offer support e.g. student teacher observing their management of behaviour

15. Post appraisal reflections and target setting.
Key indicator – impact on learning and progress (this will inform the summative judgement)
Overall judgement on the lesson
Judgements made against individual Teachers’ Standards (at this point in their 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 UCET guidance document.
Provision made for comments on Part 2 of the Teacher's standards

18. Weekly reflective learning journal and record of weekly meeting
The mentor should:
Read the weekly reflective journal and discuss with the student teacher .Check they are informed by lesson evaluations and appraisal outcomes.
Discuss targets and progress towards meeting these. Discuss professional development.
Check planning .
The student teacher should :
Reflect on their progress and identify key strengths and aspects for development.
Recognise significant events or developments
Identify targets and actions that need to be taken.

19. Students teachers’ weekly reflective learning journal and record of weekly meeting
The mentor should arrange a time to meet with the student teacher on a weekly basis , during which page 2 should be completed by the student teacher and mentor through discussion. It should be informed by lesson evaluations, and by feedback from previous observations and appraisals.
During the weekly meeting the reflective learning journal should be used to help identify targets for the forthcoming week.
The higher level of reflection and self evaluation demonstrated by the student teacher, the better the outcome.

20. Evaluations and reflections
What could/ should the student teacher be asking themselves? (e.g....)
Did the children learn what I wanted them to l learn ? How do I know?
What was the impact on the learning?
Did they learn enough or could they have learnt more?
Why? Why not? What am I going to
do about it? Next steps? How can I improve my practice?

23. Target setting Has the student. begun to evaluate the lesson?
Ownership?
What next?
Observation and appraisal
Formative feedback and support for reflection
Making summative judgements
Ensuring development
Targets and next steps

24. Key features of targets
Relate to the Teaching Standards.
Subject specific targets.
How will these be recognised as completed?
Record of discussion

25. Tracking progress : student teachers’ profile document
The F,D & S becomes the ‘Student teacher profile document’  
This profile document is divided into three sections
Section 1 : Formative evidence
Section 2 : Summative evidence

26. Tracking progress from the beginning
UCET Standards guidance.
Student teachers should highlight this document in order to track their progress towards meeting the Teacher’s Standards at the following points in their training:
endpoint of introductory phase
review at beginning of developmental phase
endpoint of developmental phase
review at beginning of consolidation phase
midpoint of consolidation phase
endpoint of consolidation phase in preparation for NQT year.

27. Why ?
Need to achieve ‘good’ or ‘outstanding’ by the end of the programme
Provide effective support for the students
Avoid ‘last minute decisions’
Ensure progression
Clarification of process

28. Supporting and tracking progress
Early check against targets from previous SE
Procedures for students working at Grade 3 (requires improvement to become good).
Procedures for students ‘Causing concern’ : action plans and tracking.

29. The ‘Cause for concern’ becomes ‘Causing concern : Action plan’
with guidance on procedures and the introduction of :
 intervention log sheet
‘summary of interventions’
an action plan to be completed by the student teacher and University tutor

30. Students causing concern
Step 1. Causing concern action planning
Step 2: Log any interventions
Action should be taken as soon as you consider the student is not making the required/ expected progress.
Any targets set should be standards related
Step 3 – student and university tutors
The developmental phase placement cannot be extended

31. Key features of ‘SMART’ targets
Specific
Measurable
Achievable ( and appropriate)
Relevant
Time related
Record of discussion
Remember- they must relate to the Teacher’s Standards.
How will these be recognised as completed?

34. Remember
Students CAN pass this placement with ‘Requires improvement to become good’.
Students CAN achieve QTS at the end of their training with ‘Requires improvement to become good’ as long as they have met all the Teachers Standards ( however this has obvious implications)

35. Elements Causing Concern Action Plan Intervention Log
Summary of Interventions
Action plan for next School experience / NQT year

36. Monitoring and assessment file to be implemented from the introductory phase
Monitoring and assessment evidence to be gathered in the monitoring and assessment file from the introductory phase .
The monitoring of pupils’ progress by student teachers is of vital importance in providing evidence of the effectiveness of teaching. It is therefore valid throughout all school experiences.
However, acquiring the ability to monitor and assess pupils’ progress is a skill which needs to be built up over time. Over the course of the programme, student teachers should gather a record of quality evidence in their Monitoring and Assessment File to support their developing ability and skills in this area. ( p72)
This process culminates in the robust answering of questions in the ‘exit interview’ at the end of the final school experience ( PG Consolidation) .
Refer to pages 72 and 73 of the ‘Guidance for planning and assessment on school placement’ for further information.
The exit appraisal in their final consolidation placement will still be a moderated appraisal undertaken by the link tutor and mentor.

37. Remember they are learners!
Key messages
Remember they are learners!
The mentor's skills in supporting student teachers to become reflective practitioners.
The practicalities of appraisals.
The process of making honest and formative judgements in all school experiences.
Supporting targeted reflection and professional development.

38. It is more than just being ‘likeable’ or ‘good with the children’ !
Good or outstanding?
Consider what you perceive to be the key attributes of a good or outstanding student.
Consider what you perceive to be the key characteristics and behaviours they might display.
Consider what you think they might they be consistently doing ( not just in appraisals).
What are the barriers that would prevent you from judging a student to be outstanding?
It is more than just being ‘likeable’ or ‘good with the children’ !
Work in groups . Discuss your students and the judgements you are making.
On large sheets consider the questions ....

39. Evidence..... Students files Reflective Learning Journals Organised?
Cross referenced?
Full!/ completed?
Contain sufficient evidence?
Reflect progress towards meeting the standards?
Make reference to previous feedback?
Make reference to lesson evaluations?
Identify next steps?
Demonstrate self awareness ?
Students files
Reflective Learning Journals
Share any examples of good RLJ’s/
work in groups.... Key elements of a good lesson evaluation? What might you expect to see? How might this inform their next lesson? What might a good / outstanding student be doing? What might a ‘requires improvement student be doing?
any examples?

40. Evidence...... Appraisals and feedback Student teacher profile
Show evidence of reflection and progress?
Show evidence of positive and consistent impact on children's learning?
Targets set and met?
Ongoing record of progress demonstrates consistent progress ?
Evidence they have acted upon advice?
Broad ranging evidence towards the Teachers Standards?
Appraisals and feedback
Student teacher profile
Working in groups share evidence/ experiences/ concerns , eg appraisals where there are judgement across two levels. How do you know which level is ‘best fit?’
At what point might you set additional targets?

41. The Teachers Standards 2012
The standards define the minimum level of practice expected of trainees and teachers.
They are used to assess all trainees working towards QTS, and all those completing their statutory induction period.
The standards need to be applied as appropriate to the role and context within which a trainee ( or teacher) is practising.
Providers of ITT should assess trainees against the standards in a way that is consistent with what could reasonably expected of a trainee PRIOR to the award of QTS.

42. The Teachers Standards 2012
The professional judgements of head teachers and appraisers is therefore central to appraisal against these standards.
Teachers Standards: Statutory Guidance
Department for Education July (Introduction updated June 2013)

43. Capacity to be an outstanding teacher.....
The following descriptors are for use by OfSTED inspectors ( and should not be used as a checklist, but applied using a ‘best fit’ approach) but they do give us some understanding of what the expectations are for grading student teachers....

44. Outstanding ( Grade 1) All primary and secondary trainees awarded QTS exceed the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training.
Trainees demonstrate excellent practice in some of the standards for teaching and their personal and professional conduct.
Much of trainees’ teaching is outstanding and never less than consistently good.
Trainees have to demonstrate excellent practice in some of the standards for teaching and their PPC
Our Mock Ofsted consultants have suggested that this means that at least 50% of their teaching is outstanding and the rest is consistently good. It can never be less than good. Hence they would need to be outstanding in at least 4 of the 8 standards.

45. Good ( Grade 2) All primary and secondary trainees awarded QTS exceed the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training.
Trainees demonstrate excellent practice in some of the standards for teaching and their personal and professional conduct.
Much of trainees’ teaching is predominantly good, with examples of outstanding teaching.
Trainees have to demonstrate they have exceeded the minimum level of practice in the standards for teaching and their PPC.
Our Mock Ofsted consultants have suggested that this means that at least 50% of their teaching is good, with some examples of outstanding teaching. There may also be some elements of teaching that require improvement

46. UCET guidance on the standards
Use the UCET guidance to help identify :
a] The key attributes you would expect to see …
b] What you might expect to see happening in the classroom…
when identifying a ‘good’ or ‘outstanding’ student teacher
Use Capacity to be an outstanding teacher ‘ ‘ document for reference’ refer back to coloured sheets and see how they match your descriptors from earlier

47. Meeting the standards?
Is the student teacher on track to meet a substantial majority of ‘good’ criteria in all 8 part 1 standards?
Yes?
If no further progress made award grading of ‘good’
Set additional targets to work towards a secure judgement of ‘outstanding’
Provide additional CPD or support as necessary
No?
If no further progress made award grading of ‘requires improvement’
Contact link tutor
Provide additional CPD or support if necessary
If majority of judgements are ‘requires improvement’ set cause for concern / intervention strategies to work towards ‘ good’

48. Meeting the standards?
Is the student teacher on track to meet a substantial majority of ‘outstanding ’ criteria in all 8 part 1 standards?
Yes?
Award grading of ‘outstanding’
Set additional targets to work towards ‘outstanding’ if necessary
No?
Set additional targets/ intervention strategies
Encourage higher level reflection .
Provide additional CPD or support if necessary
If no further progress made award grading of ‘good’

49. Meeting the standards?
Is the student teacher mostly meeting the criteria for ‘Requires improvement’ in all 8 part 1 standards?
Yes?
Set ‘cause for concern / additional targets’ to support the move towards ‘good’ outcomes
Contact link tutor
If no improvement by the end of block, placement awarded a ‘pass’
No? – some elements of below standard
Set cause for concern/ additional targets/ intervention strategies
Provide additional CPD or support if necessary. In exceptional circumstances extra time may be allowed
If no improvement SE Director is contacted and placement awarded a ‘fail’

50. Moving progress forward
What might you do if you weren't seeing any progress being made?
What strategies might you use to improve outcomes and address your concerns?
How might you go about setting targets to enable the student to make progress?
Discuss target setting / improvement strategies using troubleshooting guidelines document as a prompt for your discussion. Look at examples of target setting documents/ case studies. Share own examples? Share Barbara’s guidelines for setting targets

51. Requires Improvement (Grade 3) All primary and secondary trainees awarded QTS meet the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training.
Trainees have to demonstrate they have exceeded the minimum level of practice in the standards for teaching and their PPC.
Our Mock Ofsted consultants have suggested that this means that there are few examples of good teaching and the majority requires improvement before it can reach a good standard.
If any trainees look like they are or are likely to be in this category cause for concern procedures must be followed.
Trainees’ teaching requires improvement as it is not yet good.
Discuss target setting / improvement strategies using troubleshooting guidelines document as a prompt for your discussion.

52. Requires Improvement (Grade 3)
It is vital link tutors are kept informed of any students judged to be working at a level that ‘requires improvement’.
‘SMART’ Targets will need to be set for those students who ‘require improvement.
Link tutors should send copies of ‘Cause for concern form’ to the SE Director and the SPO
For students who ‘require improvement’ on SE3, interventions will need to be implemented with the possibility of the student teacher needing additional support/ time in school (and possibly into their NQT year) .
See pages 24/25 Guidance for all school experiences
Intervention in NQT year. Implications for NQT year including new OfSTED Framework.

53. Impact on learning – has the student moved learning forward....
In a specific lesson?
Over a sequence of lessons ?
Outstanding
Good
Requires improvement
Below standard
All children demonstrate that good progress has been made in their learning and some exceed expectations.
All children make progress against their previous learning and most fully meet the expectations of the lesson.
Children make some progress in their learning but not all make sufficient progress.
A significant number of children do not make progress.

54. Impact on learning – has the student moved learning forward....?
What evidence might you be looking for?
Trackers?
Marking?
Questioning?
Evaluations?
Moving learning forward in lessons
Trackers
Records of progress
Planning?
Evaluations and reflections?
Moving learning forward over time
Looking at students assessment of pupils.
Adapting planning and teaching
Assessment file and assessment information
Evaluation of learning and teaching
Reflections

55. Any questions?

56. Key messages Remember they are learners!
The mentor's skills in supporting student teachers to become reflective practitioners.
The practicalities of appraisals and the part they play in the process of making honest and formative judgements in all school experiences.
Supporting targeted reflection and professional development.

57. Thank you for your attendance and for supporting our students on placement
Jan Spencer ITE Partnership Manager Jenny Carpenter Head of Programme T: E: T: E: