STRANMILLIS UNIVERSITY COLLEGE

Transcription

1 STRANMILLIS UNIVERSITY COLLEGE Module Guide School Based Work For International Students Post Primary

2 Introduction School-based work (SBW) lies at the heart of your professional preparation. It occurs in each year of the Post Primary undergraduate programme. Other parts of your programme of study contribute to your professional development. As part of the School Based Work Module there will be SBW Activities Day Visits and Blocks Assessment of School Based Work (not applicable to Classroom Assistance modules) Portfolio of evidence which you will provide (applicable to Teacher Education modules) Reflective piece of coursework at end of placement Rationale This course is about helping you to think about a range of issues which have a bearing upon your professional development making sense of the teaching environment classrooms making sense of working with children thinking more systematically about teaching (not applicable to Classroom Assistance modules) developing into a competent teacher who is able to make rational and informed choices in classrooms (not applicable to Classroom Assistance modules). The rationale for this course is also based upon the idea of the reflective teacher, the teacher who gives serious and critical consideration to his/her work and to the options it presents. Reflective teaching is applied in a cyclical or spiraling process, in which teachers monitor, evaluate and revise their practice continuously. For more information on this consult the GTC(NI) publication Teaching: The Reflective Profession (2007). Module Content Students will be introduced to the Northern Ireland curriculum and the post primary classroom. Students will explore planning lessons from the NI curriculum. Students will explore the development of schemes of work. As part of the appropriate module students will critically consider the concept and modes of differentiation and assessment for learning (AFL) in the context of the post primary classroom. The module undertaken will involve a period of placement in a post primary school for a set number of days depending on the module chosen and will either involve teaching whole class or acting as a classroom assistant. In the context of developing competence in Teaching Strategies and Techniques and Classroom Management, this module will: Consolidate and develop knowledge and understanding gained in your home institution Encourage continuity and progression in your planning for teaching by requiring the use of Units of Work Develop an increased range of pedagogical skills 1

3 The modules offered to international students are as follows and the level of credits offered are stated below alongside each module. Module Code Number of days in school Classroom Assistance (CA) Or Teacher Education (TE) CATS ECTS Credits (American) STAGE 1 SSW CA SSW CA SSW CA STAGE 2 SSW TE SSW TE SSW TE STAGE 3 SSW TE SSW TE SSW TE Learning Outcomes (mainly apply to Teacher Education modules) On completion of this module students should demonstrate: Some awareness of the GTCNI compentences; Some ability to communicate effectively with their pupils; Some ability to prepare lesson plans and to develop schemes of work (not CA); Some ability to differentiate pupil work principles and practice (not CA); Some ability in planning assessment for learning (AFL) (not CA); Some level of ability in selecting appropriate content from the NI Curriculum; Some ability to compile a portfolio of significant artefacts of evidence about their time in school; A developing ability and willingness to engage in critical reflection about their developing competence (TE only); Some understanding of assessment and the effect on teaching and learning (TE only). Transferable skills On completion of this module the students should: Have some ability to organize and articulate opinions and arguments about learning and teaching. Have some ability to use ICT in preparation for their teaching and to support their teaching (not CA). Have some ability to collaborate and plan as part of a teaching team. Develop some ability to work effectively in the school environment. Attendance at School Students are required to attend school for the set number of days according to the module on which they are enrolled. If a student misses a day due to illness this must be notified to the appropriate office in 2

4 Stranmillis and also to the school as soon as possible on the morning of the first day of illness. Any absence must be made up by the student so that the required number of days are undertaken to pass the module. GTC (NI) Competences (TE modules only) The course will refer to the four main competence areas Professional Knowledge and Understanding Planning and Leading Teaching and Learning Assessment Central to your professional preparation is the significant emphasis placed on SBW and the acquisition of professional competences. Details of these professional competences are available on the GTC(NI) website at the URL below: Some competences can best be developed and extended during the school-based aspect of the course. Schools and Stranmillis University College are in close partnership to ensure the maximum development of these competences. The roles of the partners in Initial Teacher Education are clearly spelt out in the Teacher Education Partnership handbook with which you should become familiar. Copies of this are available for consultation in the library and on the website at the URL below Your host teachers will all receive: Advice about the teaching commitments the College requires of international students The advice given to College Tutors about the supervision of students Report on Teaching Forms for their use The grid of Competence Descriptors Class teachers will be given a copy of all SBW Reporting Forms completed by College Tutors. School Information You need to find the following information: Background information on the school (location, catchment area, etc) Significant times (school starts, break-time, lunchtime, etc) Number of pupils, teachers, classes Facilities in the school (library, ICT resources, etc) Range of extra-curricular activities 3

5 Important Documentation It would be worthwhile asking the school for copies of the following policies - o Pastoral care o Child protection o Behaviour Management o Assessment (The school may prefer that you simply read these documents rather than have a copy). Information for Students enrolled on Stage 2 or 3 modules (TE modules only) Teaching File Your Teaching File should contain the following information: First page: Your name and student number Name of school and Principal s name Names of your Stranmillis SBW Tutor and the school Teacher Tutor Names of class teachers A brief description of the school in general and of the pupils with whom you are working Your teaching timetable A Unit of Work for a series of lessons in two different subjects or topics Lesson plans for every lesson you teach A formal evaluation of one lesson per day using the post lesson review format (contained within the appendix section of this guide) Any other evaluation notes which you may have made on individual lessons or schemes of work which you deem to be important and relevant. Copies of resources, where possible. Tutors reports and teachers reports on teaching observed reports may be retained in a separate section or placed beside the lesson that was observed Any other relevant materials or information PLEASE NOTE: You must have your file with you every day in school. Evaluating your Teaching You will do this intuitively after each taught lesson, but you are also required to write ONE Post Lesson Review per day. It is to judge the effectiveness of your teaching and to judge whether the learning outcomes were achieved. Start by thinking about assessment, and use the Post Lesson Review as a guide. Form Filling School Report Form: You will be given one of these forms. The front of the form will be completed by the student and left with the head of department who will complete the back of 4

6 the form. The form will be returned to Stranmillis by the Principal (a copy of the form is in the appendices at the end). Attendance Form: To be completed by the student and submitted to the Schools Desk in the central administration office in Stranmillis University College at the end of SBW (a copy of the form is in the appendices at the end). Keeping in Touch In the event of school closure (mid-term break, training days, heating failure, exceptional closures etc.) please inform the Schools Desk (Tel No: or to ) as soon as possible. If you are absent for any reason during SBW (including the observation period), please inform both the school and the Schools Desk (Tel No: or to ) as soon as possible. On your return to College please complete the relevant self-certification form and submit a doctor s certificate if necessary to the central administration office. If you are seeking permission to be absent for a non-medical reason please forward your request to schools@stran.ac.uk, giving as much notice as possible. If you know that you will not be teaching on a particular day/morning/ afternoon, please inform the Schools Desk. It would also be helpful to inform your College Tutor. If you are experiencing any difficulties you can speak to a number of people including Mrs L.Siberry ( l.siberry@stran.ac.uk or phone ), your Stranmillis tutor, your Year Co-ordinator, Head of Post Primary Programme or Ms Gail Eason, Head of School Partnerships ( g.eason@stran.ac.uk or phone ). Assessment of SBW Students enrolled on a Stage 1 module and who are acting as classroom assistants whilst in school will be required to write a reflective piece of coursework at the end of the placement (this represents 100% of the module mark). Students enrolled on all other modules (ie Stage 2 and 3 modules) will be required to complete a School Based Work Portfolio which will contain evidence reflecting their developing competence. These students will also be expected to pass the supervised tutor observation of lessons. During your time in school you will be formally assessed by a College tutor on at least two occasions (a copy of the grade descriptors are in the appendices). During these visits you must demonstrate your developing competence in teaching by: Displaying a positive and enthusiastic attitude Being co-operative and helpful in school Being able to establish good relationships with individuals and groups of pupils Being able to plan individual lessons/activities for a whole class in your subject areas Being able to plan units of work Identifying appropriate learning outcomes for lessons Incorporating and using the basic techniques of lesson presentation skills of - questioning - explaining 5

7 - instructing - creating and using resources - using the chalkboard/whiteboard/interactive whiteboard - supervising pupils work - assessing pupils work in ways appropriate to the level of competence - writing Post Lesson Reviews and reflecting upon the lessons taught and the experience gained in the context of the theoretical constructs considered in class The School-Based Work folder/portfolio or Reflective Piece of Coursework must be submitted at the end of your period of placement (exact date will be informed at the commencement of the module). The folders must be left with Margaret Mulhern in the International Office. References: Cohen, L., Manion, L. & Morrison, K. (2004) A guide to teaching practice (5 th ed.), London, RoutledgeFalmer. Companion website: Pollard, A. (ed.). (2002) Reflective teaching, London, Continuum. Pollard, A. (ed.). (2002). Readings for Reflective Teaching, London, Continuum. Companion website: An inspection Report of your placement school will be on the Department of Education website: Best wishes for an enjoyable and successful School Based Work experience in Northern Ireland! 6

8 Appendix 1 LESSON PLAN TEMPLATE Class: Lesson Topic: Room: Area of Programme of Study or Subject Specification Addressed: Skills and capabilities to be developed: Date: Period/Time: Learning Intentions: Success Criteria( where applicable): Pupils will be able to: 7

9 Learning Sequence/Teaching Activities Stage Introduction Time: Teaching Points / Key Questions Teacher / Pupil Activities Assessment/Verification of learning intentions Development Time: Resources Homework Purpose: Task: Due in by: 8

10 Appendix 2 EVALUATION OF TEACHING FORM Date Subject Time Evaluation of teaching Post Lesson Review Strengths Areas for further development What are the implications for your future teaching and pupil learning

11 Appendix 3 SCHOOL ATTENDANCE RECORD STRANMILLIS UNIVERSITY COLLEGE A College of The Queen s University of Belfast PLACEMENT ATTENDANCE RECORD Student s Name Name of Placement College Number College Year Course BEd / HLE / PGCE Please delete as appropriate Week commencing Mon Tues Wed Thurs Fri Notes: (a) For each day of placement enter either P (Present) or A (Absent) (b) On the reverse side of the form state the reason for each absence This form must be completed by all students and returned to Central Admin Office, immediately after the completion of your placement.

12 Appendix 4 SCHOOL BASED WORK RECORD FORM (completed by student and school) THIS SIDE TO BE COMPLETED BY THE STUDENT AND THEN GIVEN TO THE TEACHER TUTOR STRANMILLIS UNIVERSITY COLLEGE SCHOOL-BASED WORK RECORD (POST-PRIMARY) Session / 1. Name of Student: College Year: (1, 2, 3 or 4): 2. Dates of School-Based Work: 3. School Subjects/Classes 4. Tutors who saw you teach & Dates of visits 5. Dates of absence: 6. Summary of lessons taught: Subject and Class Number of lessons SIGNATURE OF STUDENT

13 (FOR COMPLETION BY THE TEACHER TUTOR AND HEAD OF DEPT.) Please tick the appropriate comments which best describe the student s schoolbased work. 1. Proved helpful and co-operative Most Very willing Normally Had to be Uncoco-operative to help helpful asked to help operative 2a. Demonstrated understanding and knowledge of the content of the curriculum Very good Good Satisfactory Poor Unsatisfactory 2b. Demonstrated appropriate skills in planning and teaching taking account of pupil s needs Very good Good Satisfactory Poor Unsatisfactory 3. Showed an understanding of and used a range of strategies, techniques and resources to promote learning Very good Good Satisfactory Poor Unsatisfactory 4a. Created a positive classroom environment with good pupil/teacher interaction Very good Good Satisfactory Poor Unsatisfactory 4b. Developed strategies for ensuring high pupil participation Very good Good Satisfactory Poor Unsatisfactory 5a. Devised appropriate consolidation and assessment tasks to monitor pupil performance Very good Good Satisfactory Poor Unsatisfactory 5b. Provided feedback and reinforcement for pupils Very good Good Satisfactory Poor Unsatisfactory 6. GENERAL: Are there any other comments you would like to make? I confirm the attendance overleaf: YES / NO SIGNATURE OF HEAD OF DEPT: SIGNATURE OF TEACHER TUTOR: Please post this form direct to the Schools Desk (Central Admin Office) using the pre-paid envelope

14 Appendix 5 SCHOOL BASED WORK REPORT FORM (completed by visiting tutor)

15 Appendix 6 - SCHOOL BASED WORK GRADE DESCRIPTORS Outstanding Grade A Lessons in this category should have the following characteristics Preparation and lessons should demonstrate clear evidence of flair and originality Learners should make progress and achieve challenging intended learning outcomes Students should be able to have a very good rapport with learners and have an inclusive approach There should be a very positive atmosphere in the classroom which is conducive to learning Students should be able to monitor pupil progress and identify obstacles to learning Students should demonstrate flexibility and adaptability of approach, pace and teaching method in the classroom Creative use of resources should be made Use of a range of different assessment methods that are matched to expected learning outcomes should be demonstrated Evidence of using formative assessment to improve children s learning should be very clear Work effectively with other professionals to achieve effective learning Lessons should make meaningful links with other subjects in the curriculum Lessons should take account of social and cultural diversity Good Grade B Lessons in this category should have the following characteristics Preparation should be very thorough Lessons could be considered to be very good- but lack the flair and imagination of the outstanding category Learners should make progress and achieve intended learning outcomes Students should be able to have a good rapport with learners and have an inclusive approach There should be a positive atmosphere in the classroom which is conducive to learning Students should be able to monitor pupil progress and identify obstacles to learning Students should show evidence of flexibility and adaptability in their approach, pace and teaching method in the classroom Some creative use of resources should be made Students should use a range of different assessment methods that are matched to expected learning outcomes Work effectively (where appropriate) with other professionals to achieve effective learning Lessons should make meaningful links with other subjects in the curriculum Lessons should take account of social and cultural diversity Stranmillis University College: A College of Queen s University Belfast B.Ed./PGCE Satisfactory Grade C Lessons in this category should have the following characteristics Preparation should be thorough Lessons could be considered to be of a satisfactory standard but could be improved upon Learners should make progress and achieve intended learning outcomes Students should be able to demonstrate that they have some rapport with learners and are attempting to be inclusive in their approach There should be evidence of a positive atmosphere in the classroom which is conducive to learning Students should be able to monitor pupil progress and identify obstacles to learning Students should show some evidence of flexibility and adaptability in their approach, pace and teaching method in the classroom Effective use of resources should be evident Students should use a range of different assessment methods that are matched to expected learning outcomes Students should demonstrate some ability to work with other professionals to achieve effective learning Lessons should make meaningful links with other subjects in the curriculum Lessons should take account of social and cultural diversity School Based Work Indicators Weak Grade D Lessons in this category should have the following characteristics There should be evidence of lesson preparation Lessons could be considered to be of a satisfactory standard but may need significant improvement Learners should make progress and achieve some of the intended learning outcomes Students should be able to demonstrate that they have some rapport with learners and are attempting to be inclusive in their approach There should be some evidence of a positive atmosphere in the classroom which is conducive to learning Students should be attempting to monitor pupil progress and identify obstacles to learning. This aspect may need more attention Students should show some evidence of flexibility and adaptability in their approach, pace and teaching method in the classroom Appropriate use of resources should be evident Students should show an awareness of different assessment methods that are matched to expected learning outcomes Students should demonstrate some ability to work with other professionals to achieve effective learning for pupils Lessons may not make meaningful links with other subjects in the curriculum Unsatisfactory Grade F Lessons in this category should have the following characteristics There should be some evidence of lesson preparation but it is likely to be very weak Lessons could be considered to be unfit for purpose and in need of significant improvement Learners are unlikely to make satisfactory progress and achieve the intended learning outcomes Students do not demonstrate that they have some rapport with learners and are attempting to be inclusive in their approach There would need to be more evidence of a positive atmosphere in the classroom which is conducive to learning Students show little attempt to monitor pupil progress and identify obstacles to learning. This aspect may need more attention Students show little evidence of flexibility and adaptability in their approach, pace and teaching method in the classroom Appropriate use of resources is not evident Students show little awareness of different assessment methods. Show little ability to match this to expected learning outcomes Students should demonstrate a poor ability to work with other professionals to achieve effective learning for pupils Lessons do not make meaningful links with other subjects in the curriculum