Please sit at the table with your Visiting

Please sit at the table with your Visiting Tutor. (Tutor names are on the tables!) Please exchange contact details and arrange the first visit (w/c 6 th November for Provider-led and w/c 13 th or 20 th Nov for School Direct) The visit needs to be planned to enable joint file scrutiny, joint observation of teaching and joint feedback. Please read student/s autobiography/ies

University of Leicester Primary PGCE Partnership Mentor Training 6 th October 2017 pm Jenny Bosworth Karen Morris Antony Hibble

Outline of this afternoon n Expectations and practicalities of this Autumn Term Teaching Experience n Supporting Students’ Professional Development n Documentation n Key priorities

Just to let you know… n n n The majority of students on the course are part of the University Led (UL) PGCE. Some students are part of the School Direct (SD) route Some students are following the Primary with Maths routes

Talk for learning n n On your table, please discuss any queries, concerns or practicalities of mentoring University of Leicester PGCE students Experienced mentors or Visiting Tutors on your table may be able to help.

Who is who? Course Leader: Jenny Bosworth Visiting/QA Tutors: Admin Team: Belinda D’Sa, Gurvinder Soor Partnership Manager: Sue Kelliher Partnership Coordinator: Oli Moore Placements Coodinator: Deepa Rughani Contact details at the start of the TE 1 handbook

Ofsted Overall effectiveness How well does the partnership secure consistently high quality outcomes for trainees? 1 The outcomes for trainees 1 The quality of training across the partnership 1 The quality of leadership and management across the partnership 1

Strengths n n The high quality university-based training that links academic rigour with practical approaches to teaching in the classroom. Trainees’ and former trainees’ confidence in the classroom. Their ability to reflect critically on their teaching and set high expectations for the progress of their pupils.

Strengths (cont) n n Strong communication within the partnership, meaning everyone knows and understands what is expected of them. Systems to quality assure the work of the partnership are effective in holding partners to account for their work. Trainees’ and former trainees’ behaviour management, meaning pupils are well supported to learn.

To improve further: n Ensure all trainees are given sufficient opportunity to apply their university-based learning in teaching physical education over a longer series of lessons during their placements in school.

University of Leicester Primary PGCE Key Priorities

Key priority 1 To manage and develop the course by acting on internal and external feedback and evaluation (i. e. External Examiner reports; Ofsted report; Student evaluations; Previous PIP. ) n n Ensuring Primary & Secondary work more closely together Review of specialism opportunities Monitoring of consistency of student experiences Extend Grammar Provision

Key priority 2 To manage and develop student experience & outcomes by acting on internal and external feedback and evaluation (i. e. External Examiner reports; Ofsted report; Student evaluations; Previous PIP. ) n n n Monitor Progress Pupil grades Monitor Early Reading & Early Maths outcomes Inclusion of assessment prompts on lesson plans Increase student self assessment Increase student awareness of children’s health & well-being

Key Priority 3 To maintain high quality student experience and outcomes by ensuring that all involved in their progress receive appropriate and current training and opportunities to develop their skills n • • All Mentors to understand the expectations of their role through: Mentor Training VT visits Documentation Mentors’ Standards

Key Priority 4 Improve the quality of communication to ensure a deeper understanding across the partnership and wider community about the course and variety of routes available within it n n n Advertising the strength of our partnership Evaluating the success of recruitment events in acceptance on SD and UL courses Understanding reasons for rejection of offers following interviews

National ITE Key Priorities include: n Phonics teaching and early reading …. . teach early n Teaching and Learning Innovation Fund n Maths teaching …. . teach early mathematics and reading and demonstrate a clear understanding of systematic synthetic phonics, communication and language development demonstrate a clear understanding of appropriate teaching strategies Introduction of non-statutory Mentor Standards The final TE report will require grades for phonics and early reading and primary maths n These will both apply to students working from FS to Year 6 as students working in Upper KS 2 should be using phonological knowledge to support, for example, spelling patterns which will aid children’s reading

Mentor Standards Please see Page 7 of your Handbook Four separate but related areas: Standard 1 – Personal qualities Standard 2 – Teaching Standard 3 – Professionalism Standard 4 – Self-development and working in partnership n

Standard 1 – Personal qualities The mentor should: Can you please read the statements from the pack and then: 1. Prioritise them 2. Thinking about the most important – how might this be obvious to your student?

Support for you

Visiting Tutor Support (UL students) Weeks 2 & 5 visits n Both of these are substantial visits to include joint file scrutiny, joint observations and joint feedback. n Please arrange visits for dates when you are able to ensure that time is available for each of these components to take place (e. g. not when you are on playground duty!) Week 6 n Formal assessment point n Your VT will be in touch by email or phone to check that you are confident about the final grades and writing the report During joint observations both mentors and visiting tutors complete observation forms and targets are agreed for both students (if applicable)

QA Tutor Visit Support (SD students) Week 3 or 4 visit n This is a Quality Assurance visit which should include joint file scrutiny, joint observations and joint feedback and discussion with mentor and ITE coordinator n Please arrange visits for dates when you and the ITE Coordinator are available to ensure each of these components to take place (e. g. not when you are on playground duty!) Week 6 n Formal assessment point n Your QA Tutor will be in touch by email or phone to check that you are confident about the final grades and writing the report During the placementors should undertake least one further joint observation with School/SD ITE Coordinator

Students’ Professional Development

Students’ PGCE experience Before Preliminary Days n n Two week Preliminary Placement 3 days of English and 3 of Mathematics and 2 days of Science An introduction to children’s learning including Theories of learning, Child development, the sensory world of the child, Positive classroom management, Working collaboratively within a classroom, Professional identity 4 days of Broader Curriculum and WPC days Note: students will return to the School of Education all day on Thursday 16 th November (Week 3) to work with tutors on planning

Weekly Reflections n n Every week throughout the course students complete written reflections. Those written during Teaching Placements are kept in TE files for the duration of the placement At the end of the placement students complete an End of TE reflection Look at the Weekly Reflection in your pack What insights does this reflection provide to the student’s understanding of their developing practice? Note: Different students may choose to use different formats

Look at the Weekly Review Form in your packs • Focus on comments from the mentor • What evidence is there of the student addressing their targets? • How are they planning to meet their new targets? • How could you encourage your students to write a more effective Weekly Review?

Weekly Review in Practice n n n n Read Weekly Reflection Read draft Weekly Review Form (could be emailed beforehand) - ask student to provide evidence Look at files Discussion Add your comments to the WRF Agree on next targets (these need to be SMART) Sign the form after any amendments have been made (NB your signature indicates you agree with everything in this document!!) Students need to be prepared for their Weekly Review Meetings should last for 15 -30 minutes. Meetings should be with individual students.

Professional Development Cycle Reflection PAP Student observation of teacher and children Targets Weekly Review Discussion Planning and discuss relevant PDF Feedback Observe student teacher Teaching Evaluating

Discuss with your Visiting Tutor and other Mentors on your table: • • • The practicalities of this process The challenges of managing the process Any other issues • How can observations of teachers and children be used? How can you support your students’ professional development? •

Focus Children During TE 1 each student needs to have two focus children who are working at age related expectations. They also need to have one focus child with an SEND. If your students are in a pair, it is helpful for them to have different focus children.

Week 4 and Week 6 Pupil Progress Meeting This might form part of an extended Weekly Review meeting or be undertaken at some other time. In Week 4 students use information gathered on their Focus Children to discuss their assessments of the children’s learning in Reading and Maths. They use these to set small next step targets, in both Reading and Maths, for each child. In Week 6 these targets will be reviewed Form to be completed and signed by mentor and student (Appendix M in Handbook)

Primary with Maths Students n Please meet with Alison Godfrey during coffee

Lets take a short break! During the break please take time to browse through your TE 1 handbook. Please also exchange contact details and arrange first visit with your Visiting Tutor if you have not yet done so… Please be back in your seats by 3. 00 pm.

University of Leicester Alumni?

Expectations discussed with students n n n n Files organised and available for mentor or visiting tutor from Day One Week by Week Guidance is followed to ensure that all Directed Tasks are completed 2 Focus Children (average ability) plus 1 child with SEND Involvement in the class and the school Up to 60% teaching expected by Week 4 Non-contact time - half a day for professional development - half a day for planning and preparation to be done with mentor wherever possible Planning should be shared with mentor with reasonable time to allow for feedback and amendments, eg. at least one working day/ 24 hours before each taught lesson/activity

Importance of observations from the start Observations of you Students learn initially from recorded observations of you teaching and managing your class. Please be prepared to model and discuss your own practice. This is important at all stages of initial teacher training and involves the development of subject knowledge as well as classroom management. Observations of children Initially students need to observe children and work with groups of children to become familiar with, and to evaluate, their learning needs. Observations will start on the Preliminary Days and continue in the throughout the placement. Students are provided with observation forms and guidance See Appendices in Handbook and A 4 yellow laminated sheet

Support students’ professional development by: n Reading the Revised format Handbook prior to Preliminary Days (11 th & 12 th October)and providing student and you with all required documentation n Discussion of, and support, for planning for small group and whole class teaching , particularly in first few weeks n Arranging opportunities for: Ø focused Ø observations of YOUR teaching from the start observations of literacy and numeracy coordinators/experts teaching n Making regular observations of your students’ teaching n Giving formal and informal feedback at appropriate times identifying the positives and ways forward n Reviewing your students’ documentation n Keeping on track by using the Week by Week Guide

Mentor Observation Have a look at the example Lesson Plan and Mentor Feedback Form in your pack. n What would comments would you like to make about the Lesson Plan? n What do you notice about the mentor comments? n How were they helpful? n Would the student know: Ø what he/she had done well? or Ø what to focus on in the next lesson?

Observation and Feedback n n n During TE 1 you should observe your student/s at least 6 times (once a week minimum) and complete a Mentor Feedback Form for each of these. At least one of these must be a phonics session and one a maths lesson or activity. If at all possible the student/s should be observed by the Literacy and Numeracy coordinators/experts For UL students, two of these observations (usually in Weeks 2, 5 ) should be joint with the Visiting Tutor. These visits will also involve a joint file scrutiny. n n For SD students one observation will be joint with the QA tutor and one must be joint with the ITE coordinator Every observation must include feedback on the student’s PDF(Professional Development Focus)which has been identified from either PAP (Professional Action Plan) or Weekly Review Form.

Discuss the scenarios about feedback on your table

Preliminary Days (11 th & 12 th October 2017) Clear guidance is provided in the White Section of the TE Handbook which details expectations for both students and mentors

Assignment data collection n n Ethical Approval Sign letter on Preliminary Day

External Examiner comments 2016 “The strong relationship across the Partnership ensures that almost all Mentors engage positively with the rigorous training programme. Previous Mentors are used to deliver this programme which ensures that training remains up to date and relevant to those working in classrooms. Many more Mentors attend the training provided by the University of Leicester than by other providers I have been involved with. ” “…the strength of the Partnership was clearly evident. Schools are heavily involved throughout the programmes from selection and recruitment, school led teaching, through to involvement in the Steering Groups. ”

External Examiner comments 2017 “One further strength of this programme is the close relationship they have with their partnership schools. Every mentor that I met had been through the training, and I know from my own experience of working in initial teacher education, that it is not easy to ensure full engagement with all mentors, so it is very impressive that Leicester manage this. All mentors and head teachers that I spoke to mentioned the high quality training that they received through their mentoring role and it was evident that the students are benefitting from their mentors’ commitment to professional development. ”

Any questions?

Before you go Please complete n the evaluation form Leave on your tables for collection Thank you