Contents Who to Contact at the University of Chester 3 Sense of Purpose 5 Roles, Responsibilities and Relationships 7 Mentee Entitlements 7 Visit Procedures and Expectations 9 Teachers’ Standards 11 Mentor Support and Development 12 Certification and Accreditation Pathways 13 Mentor Profile 16 Appendix 1: Weekly Observation Proforma 18 Appendix 2: Examples of completed Observation Proformas 21 Appendix 3: Coaching Script 26 Appendix 4: School Based Learning Checklist 27 Appendix 5: Weekly Review of Progress with Exemplar 28 Appendix 6: Examples of Target Setting 35 Appendix 7: Example of Secondary Professional Programme 41 Appendix 8: Example of completed Review 42 Appendix 10: Quality Assurance 47 Postal Contact Details: Telephone and Email ITE Administration Office Faculty of Education and Children’s Services Riverside CRV137 University of Chester Castle Drive Chester CH1 1SF Partnership Administration Tel: 01244 511586 Fax: 01244 511694 For online access to ITE Partnership materials please visit the Professional Journey website The following table shows staff responsibilities for the Partnership and how they can be contacted. Name and Role: Telephone and Email Liz Fleet Deputy Dean: Quality Assurance 511580 Jo Bacon Associate Dean Academic Development and Resources (including Marketing and Recruitment) 51369 Andrew Connell Head of ITE Programmes 01244 511002 Tricia Sterling Head of Academic and Professional Programmes 511002 Jon Clough Primary Programmes Leader (Undergraduate) 01244 511013 Arthur Kelly PGCE Primary Programmes Leader (Postgraduate) Core and SD 01244 512801 Ankers PGCE Primary Core Cohort Leader 01244 512390 Deidre Hewitt Years Programme Leader 01244 512121
WEEKLY REVIEW OF PROGRESS Weekly Review AT Name: Alic DATE: Class Teacher/Subject Mentor: Part 1 - Review of targets from last mentor meeting To include: How I addressed all my targets from the last Weekly Review, including Standards, training undertaken, and other matters: Standard Target to be reviewed Progress/ Evidence (Has the target been met) and location of evidence Verified S2d Have a good understanding of effective teaching approaches for children with dyslexia I have researched through reading books and visiting the BDA website. I have worked with the SEND Co and talked dyslexia in the classroom and some strategies I could employ in my teaching (see LP 16.6.6) S3d Demonstrate understanding of the structure of phonics lessons I have observed a range of KS 1 and EYFS staff teaching phonics (see observations in Teaching File) I have talked with the English co-ordinator in KS 1 phonic teaching. I have planned and taught 2 phonics lessons (see lesson plans 20.5.16/ 21.5.16) 7c Make effective use of praise and sanctions in line with school policy I have read the school behaviour policy and annotated this to show how I have interpreted this for my teaching (see policy in teaching File) I went to see Mrs Anderson teach and observed how she implemented the sanctions and how she used praise with the children in Yr 2 (see observations in teaching File) Lesson observation 21.5.16 indicates that I have implemented praise and sanctions well in my teaching.
Part 5- Associate Teacher Weekly Activity Plan Week beginning: 28.5.16 (This document should record all activities to be undertaken including teaching, observation, professional development activities, INSET, meetings, extra-curricular activities, etc.). The activities planned should be informed by, and inform, the weekly target setting (part 4). Monday Literacy Writing Teach S2b Phonics Support CT Numeracy Observe Mrs G IWB S4b Topic (Complete Professional development Activity – Anti bullying approaches – school policy) Tuesday Numeracy Teach S4b Literacy Writing Teach S2b PE Observe outside coach and assist where possible Observe class teacher IWB training S4b Wednesday Literacy Writing Teach S2b Phonics Support CT Science (plants) Observe Mrs F in other Yr 1 class S3a Science (plants) Observe Mrs F in other Yr 1 classS3a Attend after school club - football Thursday Numeracy Observe Mrs G Yr 2 IWB Mathematics S4b Numeracy Teach S4b Topic (Complete Professional Development Activity - Meeting with SEND Co) (Complete Professional Development Activity - Meeting with SEND Co) Attend Parents’ Evening Friday Numeracy Teach S4b Guided Reading (Complete Professional Development Activity – summative assessment) PPA PPA This Associate Teacher is making satisfactory progress: Yes/No If no, this Associate Teacher requires an Early Alert Yes/No If yes, Cause for Concern activated: Yes/No Date Mentor: Date: Associate Teacher: Date:
Appendix 6 Examples of Weekly Target Setting: Primary / Early Years Part 4 – Weekly TARGET SETTING To include 3-4 targets each week. Some may be carried over from the previous week dependent on progress. The weekly target setting should inform and respond to the forthcoming Weekly Activity Plan (Part 5) Standard Target (Objective) Reference to QTS Standards wherever applicable Action to be taken (realistic) Success Criteria/Outcome (specific, attainable) Date to be reviewed (time ) S1a Establish mutual respect in my classroom during the week of the placement I will all the children’s names within the first 2 days I will spend time with children and find out their hobbies and interest I will be able to to all children by name. I will be able to discuss children’s hobbies with them in conversation I will be beginning to use children’s interests in my planning I will have developed my professional relationships with the class S2d Develop my use of active learning in my teaching of English Planning will make use of active learning strategies. In assessing I will consider the impact of the active learning on children’s outcomes. Personally, greater understanding of approaches to teaching and learning with regard to active learning strategies. Children will be engaged and making good progress in relation to the Los S3a To demonstrate confidence and accuracy in subject knowledge within music when teaching about the inter related dimensions Talk with the music co-ordinator to ensure my subject understanding is accurate. Research a of activities to develop the children’s understanding of the interrelated dimensions. Plan a series of 3 lessons which explain to the children each of the inter related dimensions Lesson planning will show my subject understanding Teaching will demonstrate accurate subject knowledge. Lesson observation will acknowledge the accuracy subject knowledge Children will be able to talk the interrelated dimensions accurately during lessons. Standard Target (Objective) Reference to QTS Standards wherever applicable Action to be taken (realistic) Success Criteria/Outcome (specific, attainable) Date to be reviewed (time )
S3e Engage children in mathematics lessons through incorporating practical activities in the teaching of percentages. Discuss with co-ordinator and class teacher about the approaches they use in their maths teaching Research a of practical activities that I can use for teaching percentages Notes from discussions with CT and maths Co-ordinator Planning will show a range of practical activities for each group Children will be engaged in practical activity to support learning. Children will have gained a good understanding of percentages. S4d Evaluate my teaching in all phonics lessons and identify features that contributed to children’s engagement Discuss with CT how she evaluates lessons and what she looks for Identify 3 things in each lesson that have engaged the children. Feed features into future lessons Skills in evaluation will have improved. I will be able to identify what re effective teaching approaches and adapt teaching in the next lesson based on my evaluation. Children will be engaged and making progress S5a Be able to differentiate teaching to meets the needs of those children with SEN & D in English lessons Discuss the needs of the children with SEN & D with the CT Research the curriculum at an appropriate level for the children. Plan lessons that are clearly differentiated with activities that meet the needs of those Notes from discussions with the CT regarding specific needs of children. My research notes around the areas of needs. Planning will show how I have considered the needs of the children with SEN & D and planned appropriate challenges for the children. S5d Include learners for whom EAL in all lessons through the use of appropriate teaching strategies Discuss the language levels of the children in the class for whom EAL. Learn some everyday words in Polish and French Ensure that the children for whom EAL are working with children who are good role models in of language. Ensure that the children are given opportunities to practice vocabulary in games related to the topic I will have an increased understanding of the language levels of the children for whom EAL. Children will be able to practice topic vocabulary through game situations with children who are good language role models. Planning will show how lessons have incorporated the needs of children for whom EAL. Lesson observations will on how children have been included in the lessons S6c Establish how children’s progress is monitored to ensure all are making progress Discuss with the CT how the computer tracking system is used( what it covers, when it is updated etc) I will have an understanding of how children’s progress is monitored
S4a AND b Plan for well-paced and lessons which demonstrate a ‘scaffolded’ approach. Be observed at ease with pupils, using modelling approaches to develop their learning and understanding. Lessons are well paced and transitions are clear. Evaluations show evidence that I have been willing to take risks. S4b Develop understanding of relevance and how what I am doing with them is significantly adding to their progression Start to use word bubbles, whiteboards, post it notes for short sharp evaluation. Ask the pupils for validation and ask them to evaluate their learning and your teaching. Pupils feel valued, they are enthusiastic about the work they are involved in with you, their skills and knowledge progress as is their eagerness to learn. S5a Use a differentiated approach in to remove barriers to learning Lesson plans show detail of differentiation I plan lessons that are appropriately pitched and my teaching shows evidence of my consideration of pupil’s individual learning needs. S5a, S5b, AND 5c Be able to talk the practices I use to enable pupil to learn. Link learning outcomes to final outcomes. Reflect on this, both in lesson evaluation and in annotated lesson plan for this lesson and for future lessons. Lesson plans, evaluation and reflection show evidence that pupils achieve the learning outcomes I set and know what to do to support progress. S6b Understand and use formative assessment. Plan to use varied assessment modes and promote formative assessment within each teaching episode Observations show evidence of formative assessment. I can discuss and give examples of how I secure progress. S6b, S6d Develop confidence in assessment. More practice using department and examination criteria in planning, delivery and marking assessment Effective marking against assessment criteria, written and verbal feedback to pupils, use of assessment grades to justify the feedback I give. Share comments with pupils which are developmental in order to aid pupil progression and also allow progression in planning for future lessons. S7c, S7d Manage classes effectively Observe good practice with regard to behaviour management and through that develop my own practice. Pupils understand my expectations, and the work sequences I plan and deliver engage pupils. This will be evidenced in pupil evaluations, my own lesson evaluations and annotated lesson plans and in others’ observations of me.
Appendix 7: Example of a Secondary Professional Programme Professional Programme Date Programme Role Room Teachers’ Standards September 23rd Welcome to School, School Ethos, Tour of School, introduction to Reprographics, School Intranet E Safety Policy & Procedures Head Teacher Professional Mentor IT Manager Conference Room B15, B10 Personal and Professional Conduct S1c, S7a-b September 24th Introduction to Behaviour Policy and Year System Key Stage Leader Conference Room S7a-b September 24th The Role of the TA TA Lead Conference Room S4e, S8c-d September 25th Pupil Tracking Day KS3 Professional Mentor Collect timetable S2a-d September 30th The Role of the Form Tutor Form Tutor Conference Room S2b-d October 7th The Role of the Head of Year Head of Year Conference Room S3b, S8b October 14th SEND and School Inclusion Policies SENDCO E29 S5a-d October 21st Behaviour & Engagement Lead Practitioner B & E Conference Room S1b, S7c-d November 4th The New Curriculum Deputy Head Curriculum Conference Room S3a-c, S4d-e November 11th Assessment & Data Management Lead Practitioner Assessment Conference Room S2a, S6a-c November 18th PSHEC PHSEC Co-ordinator E11 S1a, S1c November 25th Reviews Professional Mentor E20 S4d, S8d December 2nd Reporting to Parents Deputy Head Curriculum Conference Room S6b-d, S8e December 9th School Council: Student Voice Student Voice Reps Conference Room S2e December 16th Christmas Extravaganza KS3 am; KS4 & 5 pm Main Hall S8a-b