Postal Contact Details: Telephone and Email ITE Administration Office Faculty of Education and Children’s Services Riverside CRV137 University of Chester Castle Chester CH1 1SF Partnership Administration Tel: 511586 Fax: 01244 511694 For online access to ITE Partnership materials please 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 01244 511580 Jo Bacon Associate Dean Academic Development and Resources (including Marketing and Recruitment) 01244 51369 Andrew Connell Head of ITE Programmes 01244 511002 Tricia Sterling Head of Academic and Professional Programmes 01244 511002 Jon Clough Primary Programmes Leader (Undergraduate) 01244 511013 Arthur Kelly PGCE Primary Programmes Leader (Postgraduate) Core and SD 01244 512801 Sarah Ankers PGCE Primary Core Cohort Leader 01244 512390 Deidre Hewitt Early Years Programme Leader 01244 512121 Jane Bulkeley and Faith Fletcher PG Cert in Early Years Practice with EYTS Programme Leads 01244 512719/512834 Michael Bird PGCE Secondary Programmes Leader (Postgraduate) Core and SD 01244 512142 Una Meehan PGCE Secondary Core Cohort Leader 01244 512394 Karen Griffiths PCET Lead 01244 513934 Sarah McGrath Director of Partnership: Core 01244 513239 Lynn Sampson Director of Partnership: Professional Programmes 01244 512734 Steven Tones Director of Partnership: School Direct 01244 513433 Name and Role: Telephone and Email
Jenn Simmonds Mentor Development Lead 01244 513022 Sian Duffty Mentor Development Lead 01244 511590 Jane Weavers Alumni Officer 01244 511424 Pauline Hughes ITE Administration Supervisor 01244 511594 Zoe Garratt PGCE Administrator 01244 513444 Katherine Hesketh: Administrative Assistant PGCE School Direct (Primary and Secondary) 511585 Matthew Roberts: Administrative Assistant PGCE Core (Primary and Secondary) 511026 Petley: Administrative Assistant Undergraduate Programmes 01244 511752 Ann Mills: Administrative Assistant School Based Learning Secondary Partnerships 01244 511006 Roberts: Administrative Assistant School Learning Primary Partnerships 01244 511380 Mentor Development 01244 511594 The NCTL (National College of Teaching and Learning) currently identifies the three main aims of mentoring as: Fostering greater consistency in the practice of mentoring; Raising the profile of mentoring; Contributing to the building of a coaching and mentoring culture in schools. July 2016: National Standards for school-based initial teacher training (ITT) mentors We are delighted that you are taking on the role of mentor for our Associate teacher(s) in this vital aspect of each Programme. The role of the mentor is a significant one and one from which you will gain a great deal. As Andrew Carter commented in July 2016, on sharing the National Standards for school-based initial teacher training (ITT) mentors:
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 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 Music 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) Topic (Complete Professional Development Activity - Meeting with SEND Co) Attend Parents’ Evening Friday Numeracy 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:
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) Look at information already available on the system to establish what the children can already do. I will have an understanding of how children’s progress is monitored I will be able to use the information on the system to help plan appropriate activities for the children and set appropriate targets. Children will be making good progress as work will be pitched at an appropriate S7a Establish classroom rules and routines with the children to promote good behaviour Obtain, read and annotate the school behavior policy. Observe the policy in action in all classes within the school. Make use of praise and sanctions in line with the school policy I will confidently use the school behavior policy in all my lessons. I will make use of praise and sanction in teaching (evidence from observations) Any misbehavior will be dealt with promptly to maximize learning time. S7d Intervene appropriately and effectively where children are ‘off task’ in lessons Observe how my CT manages any misbehavior is with. a more confident stance in the classroom and use my voice effectively. Monitor the classroom and deal with any misbehavior promptly. Children will be ‘on task’ and making progress. Any misbehaviour will be dealt with in line with school policy and children will be subject to sanctions in line with school policy. I will discuss their behavior with them to ascertain why they were ‘off task’ S8c Ensure that pupils make progress through the effective deployment of the TA in mathematics lessons Discuss with the CT how he plans for the TA. Make time to talk with the TA about his role in the classroom. Involve the TA in my planning reading for next week. Plan for the TA to support groups in mathematics teaching TA will be involved in planning and feels confident to contribute his ideas. TA is clear about his role in the mathematics lessons for the week. Children are making progress having received focused support from the TA
S2a,b,c,d,e Be able to share, both in a written sense and verbally, the impact that my teaching has on pupil progress. Why am I planning to teach a particular theme/skill in a particular way? Practise talking about impact with a friendly other within the department. Use all the information gleaned to plan for successful progress and outcomes. Annotate lesson plans after evaluation. S4a AND b Plan for well-paced and well-structured 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 pupil 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 order 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 about 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 pupil progress.
Appendix 8 Please note that this example is of a Review 1 form (this form is identical for RP1, RP 2 and RP3) LEARNING REVIEW POINT DOCUMENTATION PROGRAMME PGCE SCHOOL DIRECT Secondary, Primary, or Primary-Early Years RP1 RP2 RP3 PGCE CORE Secondary, Primary, or Primary-Early Years SBLA Interim SBLA Final SBLB Interim BA QTS Primary or Early Years-Primary SBL1 Interim SBL1 Final SBL2 Interim SBL2 Final SBL3 Interim ASSOCIATE TEACHER (AT) : SCHOOL/ESTABLISHMENT Primary-EY Base Group for the AT: PROFESSIONAL MENTOR MENTOR (Subject or Teacher) PART ONE: SUMMARY GRADING: TEACHING ** as evidenced in Professional Journey File** B – Beginning, D – Developing, G – Good, O – Outstanding Teachers’ Standards B D G O S1: Set high expectations which inspire, motivate and challenge pupils S2: Promote good progress and outcomes by pupils S3d *Primary and Early Years only (Phonics and Early Reading) S3e *Primary and Early Years only ( Mathematics) S3: Demonstrate good subject and curriculum knowledge S4: Plan and teach well-structured lessons S5: teaching to respond to strengths and needs S5d: Special Educational Needs and/or disability S6: Make accurate and productive use of assessment S7: Manage behaviour effectively to ensure a good safe learning environment S8: Fulfil wider professional responsibilities