Department of Education. PGCE Primary Mentor & PCM Development Session (FSE)

Transcription

1 Department of Education PGCE Primary Mentor & PCM Development Session (FSE)

2 Intentions for the session: Ø Understand the structure of the PGCE course at Brunel Ø Understand Brunel s Partnership documentation to support the professional learning of our student teachers. Ø Understand the importance of considering the impact of student teachers teaching on pupil progress. Ø Understand your role as a Mentor & PCM. Link to Brunel University School Experience Guidance: 2

3 Things to celebrate and innovations and developments in our provision Impact on pupil progress over time now established at the heart of our provision 100% of students graded as good or outstanding by the end of our courses last year, including SD students 100% of students rated the support to meet the Teachers Standards as good or outstanding and high % of student satisfaction in all aspects of provision In year progress from phase to phase made by all students is excellent Established continuum of teacher education: ITE, NQT, MAT and MAEd, EdDoc, PhD Alternative setting school experience and placements in special schools Effective communication with employing schools, including updated references, transition action plans and gathering information back from induction tutors to further enhance provision 3

4 Partnership Priorities for Pupil progress over time, evidenced through progress and attainment in relation to the quality of teaching, assessed through Teachers Standards. Improve % of Student Teachers attaining grade 1 overall. Increase % of outstanding grades, therefore need to target progress and attainment in: TS2, TS3, TS4, TS5, TS6 and TS7. More effective use of weekly professional learning record to monitor and target impact of teaching on pupil progress over time. More effective use of grade descriptors to write focused subject specific targets for Student Teachers. Use of Brunel lesson planning template acknowledged as model of good practice by Ofsted. Diversity of school placements alternative settings offer. More effective use of lesson observation and Professional Learning Activities (PLAS) to support student progress collaborative process with mentor. Utilising identified best practice across the Partnership. Earlier introduction to the Prevent Strategy. Enhanced use of Learning Support Assistants in lessons. 4

5 The Mentor s role Ensure focus for Student Teacher s teaching is on the impact on pupil progress over time. Construction of timetable. Collaborative engagement with selected PLAs. Weekly professional learning meetings (one per week) and completion of relevant sections of WPLR. Lesson observations (LFRs and annotated lesson plans). Post lesson conversations. Collaboration in facilitating and engaging in Professional Learning Activities (PLAs). Appropriate setting of targets. Interim and end of phase assessments. Engagement with the school experience file to check progress towards the TS. One joint observation (with link tutor) and feedback to student. Monitoring student teacher s planning; the impact on and recording of pupil progress. Ensure effective and empathetic relationship with Student Teacher. Support other staff working with and observing the Student Teacher and monitor the quality of feedback from them. Ensure 5 stages of Cause for Concern process are followed appropriately (where necessary). 5

6 The PCM s role Liaise with Partnership Development Unit to offer and organise placements. Induct the Student Teachers into the school. Ensure focus for Student Teacher s teaching is on the impact on pupil progress over time. Ensure focus for Student Teacher s teaching is on the impact on pupil progress over time. Design and organise the school-based professional learning programme. Monitor and intervene to ensure high quality verbal and written feedback and target setting using all Partnership documents. Mentor development programme in schools. Involvement in supporting use of 5 stages for Cause for Concern process (where necessary). Moderate judgement of Mentors on progress and attainment of Student Teachers across all subject areas. Monitor assessments and targets. Ensure effective relationships between all parties. 6

7 Overview 7

8 Timetable Weighting: FSE Timetables must include a Weekly Professional Learning Meeting between the Student Teacher and Mentor from Week 1. Formal lesson observations from Week 4 onwards (minimum one per week) See guidance on Weighting and PLAs in School Experience Guidance Link: data/assets/pdf_file/0004/486472/pgce- Primary-Foundation-School-Experience-Timetable-and-PLAs-1617.pdf 8

9 PGCE Assignments Three PGCE assessments: Module title Credit rating Mode of assessment Date of assessment Education Studies I 0 credit rating (must pass at C- and cannot achieve PGCE without passing this) 2000 coursework assignment with portfolio of evidence 26 th October, 2016 Education Studies II 30 credits Poster presentations Week beginning Monday, 9 th January Education Studies III 30 credits Presentation Tuesday 28 th March Individual Needs Assignment (INA) (must be passed at C- to meet requirements of academic award) 9

10 Professional Learning 10

11 The Professional Learning Process Identified Professional Learning Needs (Foundation Initial Needs Analysis) Professional Learning Activities and Timetable Weekly Professional Learning Targets (Weekly Professional Learning Record: Meeting) Weekly Professional Learning: teaching/other activities (Lesson Feedback Record and Professional Learning Activities) Interim profile Weekly Professional Learning: teaching/other activities End of Phase Profile 11

12 Activity 1 Using the Initial Needs Analysis to Plan Using the sample Initial Needs Analysis forms, how would you as a PCM/Mentor respond? 12

13 Weekly Professional Learning Record The Student Teacher prepares for the meeting by thinking through and collating evidence of developments over the past week considering which targets have been met and the new ones that might be established; The Student Teacher completes section 1 of the WPLR in advance; The Student Teacher comments on pupil progress over the week; In the meeting, Student Teacher and Mentor discuss the week s learning using WPLR as a focus and a record is made of key points. Includes summary comments on progress all pupils have made during the week. The Mentor comments on professional learning activities they have engaged in collaboratively with the Student Teacher to support their learning; The Mentor ensures that the evidence in the file is checked on a regular basis to support the discussions; Targets are set for the week and noted on the WPLR by the Student Teacher. 13

14 Lesson Observation recorded on Lesson Feedback Record (LFR) (Minimum of one per week from Week 4) Provided by the student for the observer for targeted lessons: LFR (with Part A completed); copy of lesson plan; other info i.e. seating plan, resources etc. Every lesson involves the lesson plan being annotated with feedback. Completed LFR accompanied by annotations on the student s lesson plan. Comment from observing teacher on how lesson planning has responded to the assessment of pupils prior learning on the back page of the last lesson plan. Comments from observing teacher on pupil progress and achievement against intentions for the lesson. Strengths and targets using TS and TS evidence outside of these targets too. 14

15 Prompts for Post Lesson Conversations What do pupils know/what can they do that they didn t know/couldn t do at the start of the lesson? How did the lesson intend to build on the pupils prior learning? What learning has taken place against the Intended Learning Outcomes (ILOs)? What proportion of pupils achieved your ILOs? Why? Did all pupils make progress? What comments do you have on the progress of the groups in the class (able, SEND, EAL, FSM/PP)? What evidence do you have of the learning? How do you know they have learned in the way you describe above? How did you use questions to check and support learning, as well as extending learning? What were the key areas of subject knowledge required for this lesson? What are the possible/common misconceptions? How did the pupils respond to the learning activities? How did the pupils respond to you? What do you feel was positive? Strengths related to the Teachers Standards? What would you like to work on? Targets related to the Teachers Standards? What was the relationship between the lesson planning and delivery? What do you need to consider in future planning? What are the implications of this in relation to identifying Professional Learning Activities? 15

16 Professional Learning Activities (PLAs) Meeting the Student Teacher s identified individual learning needs Addressing Priority areas (which include national priority areas) Cross referenced to Teachers Standards evidence of learning Facilitate learning outside of class teaching Collaborative activities with Mentors, PCMs and other professionals Focused observation Identify and learn from best practice within and beyond the placement school Can and sometimes should, be repeated in different contexts 16

17 Weekly mee(ng: Targets related to the TS iden0fied on Weekly Professional Learning Record Professional Learning Ac(vi(es (PLAs): Focused on targets iden0fied Lesson Observa(on: Progress in rela0on to the targets recorded on Lesson Feedback Record & Annotated lesson plan 17

18 Activity 2 Professional Learning Activities to support progress towards the Teachers Standards Using the information you can gather from the sample LFRs, select from the PLA Handbook or devise your own to support the Student Teacher make further progress towards the Teachers Standards. 18

19 Evidence of professional learning Unit plans, lesson plans and lesson assessments and evaluations Marking of pupil work Summative assessment records and use of data analysis Observations on LFRs by Mentor/class teachers Record of observations of experienced teachers Learning resources produced Professional learning activities Notes / records from meetings, parents evenings, trips, extra curricular activities Governing body awards / notes from courses Testimonials / letters from parents / letters of thanks Research e.g. internet Activity: Evidence for the Teachers Standards Education/NewStandards%20(ITT)%20Colour%20A4%20booklet%20(Sheffield%20Hallam %20wtih%20London%20Providers).pdf 19

20 Guidance for students: Brunel Lesson Planning Templates Please ensure you use the planning template provided in the PGCE Primary School Experience Guidance; Must present lesson plans in advance to school staff to provide support and feedback on; If not a formal observation using an LFR, still need to provide observing staff with lesson plan; Need to complete lesson assessment and evaluations for all lessons and use to inform future planning; Need to plan for use of LSAs. 20

21 Impact of Teaching on Pupil Progress Significant emphasis on pupil progress over time in the Ofsted framework for school inspection (Ofsted, 2014) and pupil progress in the Teachers Standards (DFE, 2013) Specific Teachers Standards: TS2 Promote good progress and outcomes by pupils; TS5 Adapt teaching to respond to the strengths and needs of all pupils; TS6. Make accurate and productive use of assessment i.e. make use of formative and summative assessment to secure pupils progress and use relevant data to monitor progress, set targets, and plan subsequent lessons. 21

22 Mapping and tracking impact of teaching on pupil progress Pupil progress recorded on the Lesson Feedback Record (LFR) with qualitative comments Pupil progress comments from LFRs are recorded on the Weekly Professional Learning Record (WPLR) and discussed and summary comments are recorded for pupil progress for the week. Pupil progress over time is discussed at the interim and end of phases in relation to the evidence from LFRs and WPLRs and recorded in relation to appropriate Teachers Standards. 22

23 Assessment 23

24 Assessment Points Assessment point Phase Date Assessment point 1 Foundation - interim w/b 21 st November 2016 Assessment point 2 Foundation end of phase w/b 19 th December 2016 Assessment point 3 Development - interim w/b 6 th March 2017 Assessment point 4 Development end of phase w/b 27 th March 2017 Assessment point 5 Consolidation - interim w/b 1 st May 2017 Assessment point 6 Consolidation end of phase w/b 22 nd May

25 Further guidance - Student Teacher progress is relative to stage of development - Student Teachers not to be graded as qualified teachers - Dangers of capping progress and attainment 25

26 Teachers Standards Assessment Ø The Teachers Standards (TS) (DfE, 2012) inform all aspects of planning, teaching and assessment on the course in the journey towards being recommended for QTS. Graded formatively and summatively in each TS at the interim and end of each course phase. Ø Formative assessment through professional learning and assessment documents e.g. Grade Descriptors, Interim Profile, Weekly Professional learning Record, Lesson Feedback Record. Ø Summative assessment through End of Phase profile. > Grading: 1- Outstanding 2 - Good 3 - Requires improvement (Possible but not always Cause for Concern, depends on phase and range of TS) 4 Inadequate (Cause for Concern) Ø Collaborative assessment process: formative use of grade descriptors, rationale for grade, student self-grade, mentor grade, agreed grade. Ø Identified strengths, areas for development and targets for the next phase of learning in the end of phase Profile. 26

27 Assessment Process: all phases Interim phase End of phase Professional Learning Action Plan Mentor and student teacher review evidence of progress associated to each WPLR and use a highlighter pen on the grade descriptors to identify interim grades which reflect this body of evidence. Interim Profile completed and submitted on Pebblepad. RI at the FSE stage is to be expected and is relative to stage of development. However, if RI is associated to more serious concerns about progress, Cause for Concern (CfC) process can be initiated. Inadequate at the interim stage initiates a CfC. Mentor and student teacher review evidence of progress associated to each WPLR and use a highlighter pen on the grade descriptors to identify interim grades which reflect this body of evidence. Interim Profile completed and submitted on Pebblepad. Student self assessment making reference to specific evidence Mentor comment with rationale Grade is agreed Targets set for next phase RI at the FSE stage is to be expected and is relative to stage of development. However, if RI is associated to more serious concerns about progress, Cause for Concern (CfC) process can be initiated. Inadequate at the interim stage initiates a CfC. Draws on targets from end of phase Profile Informs the early TS targets in the WPLRs at the next phase Informs the early TS targets in the LFRs at the next phase Informs collaborative selection of and engagement with PLAs by student teacher and mentor 27

28 Assessment of student teachers progress towards the Teachers Standards The Brunel ITE grade descriptors 28

29 Expectations for Foundation Phase (FSE) All Student Teachers will meet the minimum level of practice expected. Some Student Teachers will require improvement and will require intensive and targeted advice and support to move their teaching to good and outstanding, as their teaching is not yet good. A number of Students Teachers teaching will be judged over time as good and they will need targeted advice and support to ensure greater consistency and to move their teaching to outstanding. A small number of Student Teachers teaching will be judged over time as outstanding and never less than consistently good; they will have targeted advice and support to ensure that they maintain this consistency and continue to develop their teaching. 29

30 Cause for Concern Can be raised in relation to concerns about Student Teacher progress in the Teachers Standards, including Part Two Can be raised by University, School Staff or the Student Teacher Examples for why a CFC could be raised: Interim assessment grades show RI (excluding FSE) and/or I WPLRs indicate a lack of progress towards identified targeted TS over a period of time If a Student Teacher plateaus and there is no evidence of further progress or development in the quality of their teaching Poor attendance or punctuality Inability to follow correct procedures and policies (eg appropriate dress code) Lack of self-awareness, Inability or unwillingness to accept professional feedback Inability to develop and maintain effective relationships with all staff 30

31 Stage 1 Raising Initial Concern (Discussed & noted on WPLR) Stage 2 Reviewing Stage 1 concerns If insufficient progress Stage 4 Review of Cause for Concern Action Plan Stage 3 Cause for Concern agreement & Action Plan If insufficient progress Stage 5 Termination of placement and Exam Board decision Normal professional learning resumes Cause for Concern Extended 31

32 Other information 32

33 School Experience Files (For FSE) File 1: Planning and Teaching File 2: Monitoring, Assessment, Recording, Reporting and Accountability (MARRA) File 3: Professional Learning Activities Please review the three files at the Weekly Professional Learning Meeting Professional Learning Record: Pebblepad 33

34 Guidance on lines of communica(on If issues in rela,on to progress against the Teachers Standards arise: 1. Mentor 2. PCM (if there is one) 3. Link Tutor If Issues in rela,on to academic progress and health and well- being arise: 1. Personal Tutor 2. Programme Leader 34

35 Guidance on Link Tutor visit Foundation School Experience (FSE) Visit to take place between: and Agenda: Discuss progress with the Student Teacher and look at their evidence (including any relevant assessment (eg. Interim/ End of Phase Profile/ Professional Learning Action Plan); Collaboratively observe the Student Teacher teach a lesson with the Mentor, listen to the Mentor conducting the post-lesson conversation (and be involved in the discussion where appropriate) and collaboratively complete a Lesson Feedback Record (LFR) and ensure that there are annotations on the associated lesson plan; Read the Student Teacher s School Experience Files 1,2,3 using the guidance provided to check the contents & provide feedback. 35

36 Pebblepad support resources Link to Pebblepad: (The option that says I have a guest account for PebblePad should be selected) Guidance Screencast (for Mentors): hjp://screencast- o- ma0c.com/u/nucl/pebblepad- for- mentors (to report problems if they arise): lj@brunel.ac.uk 36

37 Questions 37

38 Thank you 38