8/6 Gain general background information about the School. Have access to and read key school policies: subjects, behaviour, homework, marking, equal opportunities, SEND, EAL, display, partnership with parents etc. Discuss oral and written feedback with mentor (inc. tracking systems to help identify 3 or more profile pupils). School’s most recent Ofsted is a good source of background information = File section iv. 8 Begin to know about the class, learn names, groupings, provision for individual needs. Know the names and roles of the teaching staff and support staff. Is the school’s intake from a varied social and economic background? Do the children live locally to the school or travel some distance? How many children are on roll? How many classes are there and how are these organised? – Mixed / single ages, class groups or setting for core subjects? Put class lists and staff list/roles in section ii. 1-8 If possible try to arrange an observation in Preliminary Week 1 or 2 with your mentor where you observe an experienced teacher. This could be part of a lesson or activity where you will be focussing on specific aspects of how they manage their class. Before the lesson starts find out as much as possible about the context (subject focus, characteristics of the class, objectives for the part of the lesson you are going to observe etc) so you can make the most of the opportunity. It is unlikely the teacher you observe will have planned in the way you will be expected to so don’t ask for a copy of their planning. Ask your SBM questions during the lesson when you need to and make brief notes. Record what you have learned from the observation in your Weekly Reflection for that week. 8 Collect class timetable and note significant events for the term. Make sure all significant dates are noted. Develop your own time management system, such as using an academic diary. File section iii. 8 Collect information on class routines and class management. Find out the school’s expectations for arriving at school; ensure you are at school at least half an hour before the children arrive. Similarly, you should follow school expectations about time spent in school at end of day. File section iii. Professionalism sessions 8 Discuss teacher’s role and know the names and routines for TAs/OAs and their level of responsibility. Create How does the teacher organise other adults and ensure they have the daily information about how they support children’s learning? Answer questions and keep details in section iii.
4 Work with a group of children in English and Mathematics from the teacher’s planning. Mark the children’s work using the School’s Marking Policy. Talk to the teacher about the session, and how the books are to be marked and the expectations of setting children targets for future learning. Evidenced in the weekly mentor meeting. Plan and teach a small group in maths and English, creating your own plan. Using an appropriate planning format, plan a small group session linked to the main lesson objective. Include key questions, resources and vocabulary. File section v. Teach a starter for a maths and English lesson. From your teacher’s planning, deliver the starter to the whole class in maths and English. 5/6 With the help of your mentor select three profile pupils. Study their prior work, make notes on their personal, social and learning needs, to enable you to pitch work appropriately for attainment in your class Keep this in section vi. 5 Consider how the teacher differentiates the learning in each lesson. Keep relevant reflections for your professional development. Professional discussion with SBM. Diversity Day (3/10/18) 8 Attend staff meetings / inset/shadow teacher at parents evenings Take all opportunities to learn about the wider role of the teacher. Keep notes in section vii 4 Begin to take responsibility for whole class activities e.g. leading the children in from playground, taking the register, meeting and greeting, reading a story. Demonstrate a confident presence in leading whole class activities. Voice & presence session (10.9.18).