[PPT] - School Direct PGCE Primary Mentor Development Sept 2019 PowerPoint Presentation

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esther.fulton@nottingham.ac.uk helen.smith5@nottingham.ac.uk catherine.gripton@nottingham.ac.uk

School Direct PGCE Primary Mentor Development Sept 2019

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Tonight we hope to answer these questions:

what are we aiming for by the end of the course?
how do we ensure coherence on the course?
what are the various roles and responsibilities involved?
how do the phrases and strands fit into the course?
what is the trainees’ professional development process?
what are the expectations of trainees in the first term?
how does this relate to the ethos at the University of Nottingham?

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Course Overview

27 and 28 August 2019 - two day induction at the

university

in school four days per week throughout the school year-

half a day for PPA and half a day for PLR tasks

Fridays - trainees attend the university to learn as part of

a professional cohort of beginning teachers;

Spring term - paired placement in a second school that

promotes collaborative learning;

opportunities to gain experience in a range of

educational settings;

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SLIDE 5 Teacher as professional This strand explores the breadth of the roles and responsibilities of a primary teacher, all within an asset-based approach to education. You will develop an understanding of how to take ownership of, and be proactive about, your professional development, your professional identity and your wellbeing. Teacher as thinker This strand focuses on your growing knowledge as a teacher and how this knowledge develops through: reflection and professional dialogue; engagement with theory, research and expertise in the field. You will develop an understanding of practice based inquiry and research methodology in order to theorise your

practice. You will explore what is known about how children learn, generally and in your subject, and consider how this affects your decisions as a teacher.

Your goal will be to develop an informed philosophy by drawing on experience and expert thinking in the field and to maintain, and develop, your intellectual curiosity. Subject know ledge for teaching The key purposes of this strand are to: understand and appreciate the nature of teaching and learning each subject; explore how knowledge in each subject is constructed and develop an understanding of conceptual progression within each subject. As you build your knowledge of each subject as a teacher, you will develop an informed confidence in the decisions you make at all stages of the planning, teaching, assessment cycle. Pedagogies This strand explores general pedagogies and core practices that all primary teachers should be familiar and confident with. You will gradually develop your confidence and competence in these pedagogies and practices across the primary age range and within a range of contexts. Progressing learning for all This strand focuses on your growing understanding of planning and assessment and how to ensure all pupils make progress and maximise their potential. You will develop your understanding of how lessons are structured, how to effectively (and, over time, efficiently) plan lessons and how to assess pupils’ progress. You will develop your understanding of how teachers, and schools, gather and use data in a range of ways and what a teacher’s responsibilities are in relation to this. You will explore potential reasons why pupils may not reach their potential, barriers to learning and issues related to special educational needs and disabilities, with a focus on inclusion. Curriculum This strand explores how curricula are designed and the factors that influence this. Throughout the year you will explore the National Curriculum, and exam specifications, for your subject. You will locate the curriculum within a broader historical, social and political context and consider how schools interpret and develop the curriculum. Building positive relationships Throughout the year you will explore educational relationships and how these impact on pupils’ learning. These relationships include those with pupils, teachers and other colleagues, schools and their communities. You will consider different approaches to classroom management and explore ways of creating a positive learning environment and culture in your classroom. By the end of the year you should feel confident to start your NQT year and set up effective relationships with new learners.

Phrases and Strands of School Direct Primary

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Pebblepad

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Personal Learning Record (PLR)

spiral curriculum – lectures- school based tasks and observations to embed

theory in practice

role of reflection in action and reflection on action
to provide a bridge between work in university sessions and school-based

training and to support the trainee’s development through the phases and strands of the course.

Induction Fortnight- availability of completing tasks around the whole

school before focusing in on own Year group

“…a continual process of professional inquiry and personal reflection.”

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Build-up of teaching…

Small groups/ lesson starters /one full

lesson/sequences of maths/english

Refer to ‘Expected Autumn term

progress’ document

Equivalent half a day ppa time (together)
Equivalent half a day for PLR tasks

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Formal Assessment

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Organised differently in different alliances
A minimum of 5 weeks in another school

paired with a trainee in that school –Spring Term

Reciprocal arrangements to host the other

trainee

Second School Placement

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Roles and Responsibilities

Alliance co-ordinator
Mentor
Class teacher
University tutor

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In 2s/3s:

Create an image of an ‘effective mentor’ which includes all of the skills and qualities needed for the role.

Effective Mentoring

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Hallmarks of a School Direct Mentor

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Students with learning differences are usually highly motivated

and committed.

They are often creative individuals and lateral thinkers with high

levels of empathy.

To get to this point in their lives they will have developed coping

strategies to enable them to be successful. However, they are now entering into new contexts and ways of working that may present different challenges.

Their current coping methods or ways of working may be useful

in these new situations or new ones need to be considered and developed, this applies to any point of transition during the course, for example going into a new school placement.

Therefore, they often need more time in the early days to

develop strategies and allow their strengths to emerge.

Trainees with learning differences

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Schools Partnership Gateway

https://www.nottingham.ac.uk/education/schools-partnership-

gateway/index.aspx Password: uonsdp

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Observing teaching and learning

https://www.youtube.com/watch?v=tam8fqg4h3y

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Effective target setting

How might a post-lesson discussion with the student teacher proceed?

How would you want the discussion to begin?
What might you then focus on?
What prompts would you give?
How might this translate into 2 or 3 TARGETS and ACTIONS?

CLIP OF POST-LESSON DISCUSSION

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Professional development processes

Weekly mentor meetings Termly tutor visits and tutorials Weekly lesson

bservations

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Weekly professional development meetings

Review past week: teaching; lesson observations; subject knowledge; strengths and areas for development; PLR tasks… Plan for the coming week: identify tasks that need to be completed; check ‘Expected Autumn progress’; identify developmental targets; identify actions to achieve those targets. Tasks and targets implemented: support and guidance as appropriate; trainee reflects and records reflections.

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Lesson Planning

how will you share the planning process with your

trainee?

What do they need to understand?
What are the non-negotiables?

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Support throughout the year:

Safeguarding
Moderation
Risk assessment
Data unpicking
Ofsted and how this develops school

curriculum

Parental involvement in schools
Parents evenings

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From the Teachers’ Standards

“The standards need to be applied as appropriate to the role and context within which a trainee or teacher is practicing. Providers of initial teacher training (ITT) should assess trainees against the standards in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the award of QTS”

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Standards Autum n Term profile Spring Term Profile Final Profile 3 Dem onstrate good subject and curriculum know ledge:

have a secure know ledge of the relevant

subject( s) and curriculum areas, foster and m aintain pupils’ interest in the subject, and address m isunderstandings;

dem onstrate a critical understanding of

developm ents in the subject and curriculum areas, and prom ote the value

f scholarship;
dem onstrate an understanding of and

take responsibility for prom oting high standards of literacy, articulacy and the correct use of standard English.

I f teaching early reading, dem onstrate a

clear understanding of system atic synthetic phonics

I f teaching early m athem atics,

dem onstrate a clear understanding of appropriate teaching strategies. √ ☐ X ☐ ☐ 4 ☐ 3 ☐ 2 ☐ 1 ☐ 4 ☐ 3 ☐ 2 ☐ 1 ☐ Overall com m ents Targets for development Autum n Term Autumn Term

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Process

trainee completes Evaluation of Professional Development forms and shares

this with their mentor

the mentor completes the Assessment Profile and shares it with the trainee in

school assessment meeting

the trainee completes their section on the Assessment Profile
the mentor signs the Profile and emails it to the university
we would expect almost all trainees to be on track to be good or outstanding

by the end of the year

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How does all of this relate to our ethos ?

“…committed to critical engagement with the goals of education and who are able to make informed and thoughtful judgements about what is educationally worthwhile.” “…their evolving philosophy of education, which is shaped and re-shaped by research, debate and their own intellectual curiosity.’’ “…a scholarly understanding of the relationship between educational theory and practice.”