Early Years Initial Teacher Training (EYITT)

Transcription

1 School of Education Inspiring learners, enriching communities. Early Years Initial Teacher Training (EYITT) Graduate Employment-Based Route School-Based Placement Handbook

2 The University of Brighton Initial Teacher Education Partnership aspires for all trainees to become outstanding teachers. We educate the next generation of teachers to the highest standards so that the teachers we train are: Highly committed to their pupils learning and ambitious in what they want to help them achieve; Inquisitive, critically reflective and motivated to keep learning and improving their own practice; Quick to adapt to different learning contexts and confident to challenge inequalities; An asset to the profession, willing to share their knowledge and experience and to collaborate with others; Well prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative. Early Years Initial Teacher Training (EYITT) Headlines from 2015/16: 80% of trainees achieved grade 1 overall, exceeding the target of 70% (Source: UoB Partnership final setting-based training grades 2016); 100% of trainees achieved grade 1 or 2 overall (Source: UoB Partnership final setting-based training grades 2016); All trainees completed the course with at least a grade 2 in every one of the Teachers Standards (Early Years) (Source: UoB Partnership final setting-based training grades 2016); 100% of trainees rated the overall quality of their training as good or very good (Source: EYITT End of Course Survey ); 100% of early years setting partners report that the overall quality of the EYITT programme at the University of Brighton is very good (Source: EYITT Partnership Survey July 2016). EYITT Priorities for 2016/17: To further embed excellence in safeguarding training; To refine mentor training and support in order to ensure high quality mentoring for all trainees; To further develop QA processes in order to enhance setting-based training experiences. So that in 2016/17: Trainees teaching has an even greater impact on children s progress in our Partnership settings/schools; All trainees achieve a grade 1 or 2 overall, and at least 70% attain a Grade 1.

3 Contents 1. Early Years Initial Teacher Training Team EYITT School-Based Placement: Trainee and Mentor Guidance Expectations of the School-Based Placement Observation Supporting Learning School-Based Placement Assessments School-Based Placement Tasks School-Based Placement Tasks Checklist for Trainees and Mentors EYITT School-Based Placement Task: Phonics EYITT School-Based Placement Task: Maths Observing Teaching School-Based Placement... 7 Appendices Appendix 1: Pro formas... 8 Appendix 2: The Teachers Standards (Early Years) Appendix 3: National Standards for School-Based ITT Mentors (July 2016)... 16

4 1. Early Years Initial Teacher Training Team Programme Leader: Early Years Initial Teacher Training Erica Evans Assistant Programme Leader: Early Years Initial Teacher Training Eve Lumb Programme Assistant: Early Years Initial Teacher Training Helen McLaren Placement Tutors: Early Years Initial Teacher Training: Name Alison Ellson Jenny Leaver Address Deputy Head: Partnership and Engagement Sarah Fitzjohn-Scott Senior School-Based Training Supervisor (Quality) Kathy Clements 1

5 2. EYITT School-Based Placement: Trainee and Mentor Guidance Aims of the school-based placement: To develop greater awareness of the continuum of expectations, curricula and teaching of the EYFS, Key Stage 1 and Key Stage 2 (to support TS(EY) 3.3). To develop greater awareness of the teaching of phonics and maths in Key Stage 1 (to support TS(EY) 3.4 and 3.5). 2.1 Expectations of the School-Based Placement The NCTL have set a requirement that all EYITT trainees must complete a minimum two week placement in Key Stage 1. Trainees must also meet the requirements of standard 3, and specifically demonstrate their engagement with the continuum of expectations, curricula and teaching of the EYFS, Key Stage 1 and Key Stage 2. In order to meet these requirements, EYITT trainees will complete a school-based placement of 14 days (2 days per week for first two weeks, followed by a two week block). During this time, trainees must spend a minimum of ten days in a Key Stage 1 class. The remaining time should be used to enable the trainee to observe practice in Reception and Key Stage 2. This will enable the trainee to develop a secure understanding of the educational continuum of expectations in a primary school setting. Trainees will complete a series of set tasks, including observing at least one phonics lesson and at least one mathematics lesson, and will use observation forms to record their reflections (see information on tasks below). School-based placement mentors will help to facilitate the placement, providing support for the trainee to complete the placement tasks and targets on their Professional Development Plan. During the first week of placement, mentors must ensure trainees are provided with guidance on the safeguarding policy and procedures within the school. Weekly meetings between the trainee and mentor will support the trainee to review targets and ensure the trainee is making the most of all school-based placement experiences. Trainees must record mentor meetings using the EYH form and upload these to their e-portolio (PebblePad). Dates of placement: Week beginning 24 April 2017: 2 days (days of attendance to be negotiated between the trainee and school mentor) Week beginning 1 May 2017: 2 days (days of attendance to be negotiated between the trainee and school mentor) Week beginning 8 May 2017: 5 day block (EYA joint Progress Review with mentor and placement tutor) Week beginning 15 May 2017: 5 day block (EYKS1 final report) 2.2 Observation Trainees will spend a significant amount of time during the school-based placement observing teaching and learning. Observations will enable trainees to develop professional knowledge about teaching and learning in a school context. Through observing teachers, trainees will develop understanding of the curriculum and how teachers plan, support and assess learning. Trainees will gain an insight into the ways in which school experiences build on previous learning across the curriculum. For example, trainees will develop their understanding of approaches to phonics and how early phonological awareness can support later learning. Trainees should spend a minimum of 60% of their time on placement observing the practice of experienced teachers. Trainees will reflect on these observations and will include observations and reflections in their e-portfolio (PebblePad). Trainees should use the observation schedule (on page 7) to record these observations of teaching and learning. 2

6 2.3 Supporting Learning To develop their understanding of how children approach learning in Key Stage 1, trainees should have opportunities to support small group activities. These activities should be planned by the class teacher. The EYITT trainee has no requirement to engage in lesson planning or assessment during the school-based placement. However, opportunities to work with small groups of children will enable the trainee to develop greater understanding of the curriculum and how this is supported in a school context. Trainees should aim to support a minimum of seven small group activities during the schoolbased placement. At least 50% of these small group activities should have a focus on phonics or mathematics. Trainees will record their reflections of supporting small group work and will upload these reflections to their reflective journal in their e-portfolio (PebblePad). 2.4 School-Based Placement Assessments The expectations of the school-based placement are significantly different from the assessments undertaken in the host and placement settings. The school-based placement is specifically designed to enable trainees to meet the requirements of standard 3.3: demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2. The focus of the formal observation (EYA) and the final Key Stage 1 assessment (EYKS1) should specifically address the trainee s ability to meet this standard and in particular to demonstrate their understanding of the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2. The school mentor and placement tutor will complete one joint formal observation of the trainee. During this observation the trainee should be supporting a small group activity that has been planned by the class teacher. The focus of this activity should be phonics or maths. Standard 3 will be the focus for the observation; however the mentor and placement tutor may also wish to comment on other relevant standards, such as S1.1, S2.6, S4.4, and S6.3. The school mentor will complete the final assessment form (EYKS1) at the end of the school-based placement. This report will focus specifically on the trainee s ability to meet standard 3.3. For example, trainees should demonstrate that they have engaged in the process of focused observations of learning and teaching in Key Stage 1 and Key Stage 2. Trainees will upload evidence of their observations and reflections to their e-portfolio (PebblePad). 2.5 School-Based Placement Tasks Trainees will complete two set observation tasks during the school-based placement, using the attached forms to record reflections and observations: EYITT School-Based Placement Task: Phonics (KS1) EYITT School-Based Placement Task: Maths (KS1) These are compulsory elements of the school-based placement. They will enable trainees to observe teachers supporting phonics and maths, thereby developing greater understanding of the teaching of phonics and maths in Key Stage 1. Trainees may, if they wish, make further observations across other year groups. For example, they may wish to observe a maths lesson in a reception class, a Key Stage 1 class and a Key Stage 2 class, using the same format. This may provide a greater opportunity to observe the continuum of mathematics teaching and learning across the wider age spectrum. The placement tasks should be completed and uploaded to the e-portfolio (PebblePad) in the Key Stage 1 Placement Tasks section. They may also be linked to S3 as evidence if appropriate. Trainees must also continue to make use of the Professional Action Plan whilst engaging in the School-Based Placement. Trainees will identify targets and actions across the standards (not limited to S3) to be completed during the school-based placement. For example, a trainee might identify standard 5.4 as an area for development and may wish to find out more about how children are supported through the transitions from EYFS>KS1, or KS1>KS2. Or, a trainee might want to learn more about how assessment for learning strategies are used in Key Stage 1/Key Stage 2, thereby contributing to their understanding of S6.3. Each trainee will identify their own, unique set of targets and actions for the school-based placement. 3

7 3. School-Based Placement Tasks Checklist for Trainees and Mentors Task Prior to Placement Reflection on standards prior to school-based placement (focus on S3) Updated Professional Action Plan (PAP) prior to school-based placement, including targets and actions for the placement Week One (x 2 days) Meet with school mentor for safeguarding induction. Read safeguarding policy Share PAP with school mentor and discuss opportunities for meeting targets in school. Agree dates for visits to YR and KS2. Become familiar with school routines. Observation of whole class teaching in KS1 Observation of small group work input in KS1 Week Two (x 2 days) Observation of whole class teaching in KS1 Observation of small group work input in KS1 Opportunity to support small group work (phonics and/or maths where possible) planned by class teacher (KS1) Additional opportunities to meet targets on PAP, as discussed and agreed with mentor Week Three (x 5 days) Task One: Phonics Observe phonics lesson and complete phonics task and upload to PebblePad Task Two: Maths Observe maths lesson and complete maths task and upload to PebbelPad Opportunity to support small group work (phonics and/or maths where possible) planned by class teacher (KS1) Formal observation by mentor and placement tutor, supporting small group work planned by class teacher (KS1) (phonics or maths focus) Additional opportunities to meet targets on PAP, as discussed and agreed with mentor Week Four (x 5 days) Observation of whole class teaching in KS2 Observation of learning and teaching in YR Opportunities to support small group work planned by class teacher (KS1) Additional opportunities to meet targets on PAP, as discussed and agreed with mentor Dates (s) completed 4

8 4. EYITT School-Based Placement Task: Phonics Aims of the task: To observe a KS1 phonics lesson To develop subject awareness relating to synthetic phonics To develop understanding of teaching strategies and resources used in the teaching of phonics To develop awareness of the assessment of phonics EYITT Trainee: Yr Group: School: Context of the lesson (e.g. whole class, small group): Subject Knowledge e.g. Observe and comment on the aspects of synthetic phonics that are the focus for this lesson. For example, phoneme grapheme correspondence; hearing, identifying, segmenting and blending sounds. Teaching Strategies e.g. Comment on aspects of teaching. For example, how modelling is used, how children are supported to apply their phonic knowledge, interactive opportunities. Use of motivating and appropriate resources e.g. Comment on texts used, resources to support the lesson, the print environment. Assessment e.g. Comment on aspects of assessment. For example, how has the teacher tracked progress? Reflection What role do you have, in your work with children in your own host setting, in preparing children for later phonetic understanding? What activities do you offer to lay the foundations for later learning? 5

9 5. EYITT School-Based Placement Task: Maths Aims of the task: To observe a KS1 maths lesson To develop subject awareness relating to the teaching of early mathematics To develop understanding of teaching strategies and resources used in the teaching of maths To develop awareness of the assessment of maths EYITT Trainee: Yr Group: School: Context of the lesson (e.g. whole class, small group): Subject Knowledge e.g. Observe and comment on aspects of maths. For example, what is the focus and learning intention(s) for the lesson (number and algebra; space, space and measures; data handling). Teaching Strategies e.g. Comment on aspects of teaching. For example, how modelling is used, how children are supported to apply their mathematical knowledge, interactive opportunities Use of motivating and appropriate resources e.g. Comment on resources to support the lesson. How are children using apparatus to support and extend learning? Assessment e.g. Comment on aspects of assessment. For example, how has the teacher tracked progress? Reflection What role do you have, in your work with children in your own host setting, in preparing children for later mathematical understanding? What activities do you offer to lay the foundations for later learning? 6

10 6. Observing Teaching School-Based Placement Trainees should use this observation schedule when observing a teacher leading a learning activity. Trainees should observe other adults teaching as often as possible. Context of learning activity How are pupils organised? What is the role of the adult? What is the purpose of this task? What is the learning intention? Does the activity allow for differentiation? How are learners of differing abilities supported? How does play feature in the opportunities for learning? How do children initiate their own activities? Comment on aspects that promote collaborative learning. How does the environment promote independent learning? How was this session used? (e.g. to consolidate previous learning? To introduce new concepts?) Evaluation How do YOU think the learning intentions were achieved? What did you notice about what the children had learned? What do you feel needs considering for future planning (the next day/ next week)? 7

11 Appendix 1: Pro formas Form Title Page EYF2 Record of Mentorship and Training School-based Placement 9 EYH Record of Mentor Meeting 10 EYA Progress Report 11 EYKS1 EYITT Key Stage 1 Placement Report 12 EYI Certificate of Attendance 13 8

12 Record of Mentorship and Training School-Based Placement EYF2 Trainee teacher: School: Class: Week 1 Meeting with mentor to develop and agree Professional Action Plan and review e-portfolio (PebblePad). Link is sent to the mentor. Timetable agreed. Observation of outstanding teaching is organised. Date Contact is made with the placement tutor. PebblePad link is sent to the placement tutor. Trainee timetable and expectations are agreed with the school. Trainee is familiarised with the school procedures regarding safeguarding. Placement Formal observation takes place and oral/written feedback is provided (EYA form). Mentor observation Jointly with placement tutor Date Evidence checked by mentor Date Additional observation(s) (if necessary) Final evaluation takes place (EYKS1 form). Strengths and development needs are confirmed. Signed (trainee teacher): Signed (mentor): Meeting with placement tutor is undertaken during the placement visit. Outcomes of Action Plan are interpreted and targets are discussed. Signed (trainee teacher): Signed (placement tutor): ACTION: (1) Upload to trainee e-portfolio (PebblePad) 9

13 EYH Record of Mentor Meeting Mentor meetings are weekly (every 5 days) Trainee teacher: Mentor: Setting/school: Trainee will need to self-review progress and complete this section before the mentor meeting. Review of previous targets and actions (including examples of impact): Key discussion points: Future targets and actions agreed (and linked to the Teachers Standards (Early Years) where appropriate): ACTION: (1) Upload to trainee e-portfolio (PebblePad) 10

14 Progress Report EYA Trainee teacher: Setting/school: Age range/class: Joint review: Yes No 1. Progress Evidence of progress/improvements made in relation to meeting the Teachers Standards (Early Years), and trainee impact on children s learning and progress. This may include responses to previous feedback, e-portfolio (PebblePad), file and tasks. **Note: For the compulsory school-based placement, mentors and placement tutors should focus on standard 3 specifically, considering the extent to which the trainee has engaged with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.** 2. Observation Feedback - reference should be made to relevant Standards, with attention to children s progress. Grade for trainee at this point taking into account 1 and 2 above (using the Teachers Standards (Early Years) descriptors) Grade 1 Grade 2 Grade 3 Grade 4 (need for enhanced support) In discussion with the trainee teacher comment upon: Code of Personal and Professional Conduct With reference to the Partnership s Code of Conduct, the personal and professional conduct demonstrated by the trainee : Is consistently high Needs enhanced support (Please complete form EYD) In discussion with the trainee teacher, identify Targets with actions As seen and discussed: Signed (trainee teacher): Signed (mentor): Signed (placement tutor): TRAINEE ACTION: (1) Upload to e-portfolio (PebblePad) (2) Distribute to school/setting mentor and EYITT team 11

15 EYKS1 EYITT Key Stage 1 Placement Report Trainee: School: School Mentor: Date of Placement: Class/Age: Placement Tutor: The purpose of the EYITT Key Stage 1 placement is to provide the EYITT trainee with a greater understanding of learning in school contexts, thus enabling them to meet Teachers Standard (Early Years) 3.3. The school-based placement will specifically support trainees to understand how early education links to education beyond age 5 and into Key Stages 1 and 2 in school. In relation to the EYITT grading descriptors for S3, please tick the appropriate box and comment on the trainee s progress in meeting the expectations of this standard (with a focus on S3.3). TS(EY) 3.3: Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2. Please tick: Grade 1 Grade 2 Grade 3 Grade 4: Fail Comment: With reference to the Teachers Standards (Early Years), are there any other standards that have been demonstrated during the duration of the placement? Please specify which standards. Comment: *Please ensure this report is shared with the trainee before sending it to the EYITT team (EYITT@brighton.ac.uk) Completed By: Role: 12

16 EYI Certificate of Attendance (Evidence of Completion of Placement) Trainee teacher: Placement setting/school: Age range: Dates of placement: Programme: Early Years ITT Please indicate attendance/absence as follows: P = present; A = absent; C = school closed Week commencing M T W Th F Reason for absence Mentor s initials I certify that the above is a true record of my attendance: (Trainee Teacher) I certify the above record is correct: (Setting Manager/Headteacher/Mentor) ACTION: (1) Upload to Trainee s e-portfolio (PebblePad) at the end of the placement 13

17 Appendix 2: The Teachers Standards (Early Years) 1. Set high expectations which inspire, motivate and challenge all children. 1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop. 1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions. 1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children. 2. Promote good progress and outcomes by children. 2.1 Be accountable for children s progress, attainment and outcomes. 2.2 Demonstrate knowledge and understanding of how babies and children learn and develop. 2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments. 2.4 Lead and model effective strategies to develop and extend children s learning and thinking, including sustained shared thinking. 2.5 Communicate effectively with children from birth to age five, listening and responding sensitively. 2.6 Develop children s confidence, social and communication skills through group learning. 2.7 Understand the important influence of parents and/or carers, working in partnership with them to support the child's wellbeing, learning and development. 3. Demonstrate good knowledge of early learning and EYFS. 3.1 Have a secure knowledge of early childhood development and how that leads to successful learning and development at school. 3.2 Demonstrate a clear understanding of how to widen children s experience and raise their expectations. 3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading. 3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics. 4. Plan education and care taking account of the needs of all children. 4.1 Observe and assess children s development and learning, using this to plan next steps. 4.2 Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children. 4.3 Promote a love of learning and stimulate children s intellectual curiosity in partnership with parents and/or carers. 4.4 Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children. 4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision. 5. Adapt education and care to respond to the strengths and needs of all children. 5.1 Have a secure understanding of how a range of factors can inhibit children s learning and development and how best to address these. 5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children, and know how to adapt education and care to support children at different stages of development. 5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them. 5.4 Support children through a range of transitions. 5.5 Know when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals. 14

18 6. Make accurate and productive use of assessment. 6.1 Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements (see annex 1). 6.2 Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child. 6.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals. 7. Safeguard and promote the welfare of children, and provide a safe learning environment. 7.1 Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child. 7.2 Establish and sustain a safe environment and employ practices that promote children s health and safety. 7.3 Know and understand child protection policies and procedures, recognise when a child is in danger or at risk of abuse, and know how to act to protect them. 8. Fulfil wider professional responsibilities. 8.1 Promote equality of opportunity and anti-discriminatory practice. 8.2 Make a positive contribution to the wider life and ethos of the setting. 8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals. 8.4 Model and implement effective education and care, and support and lead other practitioners including Early Years Educators. 8.5 Take responsibility for leading practice through appropriate professional development for self and colleagues. 8.6 Reflect on and evaluate the effectiveness of provision, and shape and support good practice. 8.7 Understand the importance of and contribute to multi-agency team working. 15

19 Appendix 3: National Standards for School-Based Initial Teacher Training (ITT) Mentors (July 2016) The following is a set of non-statutory standards devised by the Teaching Schools Council in response to an invite from the DfE Secretary of State. This followed on from a key recommendation made from Sir Andrew Carter s review of initial teacher training. These standards are to be used to foster consistency in the effective practices of mentors and to raise the profile of mentoring and to acknowledge the crucial role that mentors play in supporting trainee teachers. The Standards below set out the minimum expectations for those working as school-based ITT mentor. Standard 1 - Personal qualities Establish trusting relationships, modelling high standards of practice and understand how to support a trainee through initial teacher training. The mentor should: Be approachable, make time for the trainee, and prioritise meetings and discussions with them; Use a range of effective interpersonal skills to respond to the needs of the trainee; Offer support with integrity, honesty and respect; Use appropriate challenge to encourage the trainee to reflect on their practice; Support the improvement of a trainee s teaching by modelling exemplary practice in planning, teaching and assessment. Standard 2 Teaching Support trainees to develop their teaching practice in order to set high expectations of all pupils and to meet their needs. The mentor should: Support the trainee in forming good relationships with pupils, and in developing effective behaviour and classroom management strategies; Support the trainee in developing effective approaches to planning, teaching and assessment; Support the trainee with marking and assessment of pupil work through moderation or double marking; Give constructive, clear and timely feedback on lesson observations; Broker opportunities to observe best practice; Support the trainee in accessing expert subject and pedagogical knowledge; Resolve in-school issues on the trainee s behalf where they lack the confidence or experience to do so themselves; Enable and encourage the trainee to evaluate and improve their teaching; Enable the trainee to access, utilise and interpret robust educational research to inform their teaching. 16

20 Standard 3 Professionalism Set high expectations and induct the trainee to understand their role and responsibilities as a teacher. The mentor should: Encourage the trainee to participate in the life of the school and understand its role within the wider community; Support the trainee in developing the highest standards of professional and personal conduct; Support the trainee in promoting equality and diversity; Ensure the trainee understands and complies with relevant legislation, including that related to the safeguarding of children; Support the trainee to develop skills to manage time effectively. Standard 4 Self-development and working in partnership Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships. The mentor should: Ensure consistency by working with other mentors and partners to moderate judgements; Continue to develop their own mentoring practice and subject and pedagogical expertise by accessing appropriate professional development and engaging with robust research 17