Week 3 Key Review Point 1 First observation and training tutorial/feedback Mentor (and Link Tutor) Mentor should contact the Link Tutor if a Trainee requires an Individual Recovery Plan (IRP) Week 4 Key Review Point 2 Second observation or joint observation Mentor (and Link Tutor) and training tutorial Week 5 Key Review Point 3 Third observation or joint observation (Link Tutor and Mentor) and training tutorial. Week 6 Trainee moves to alternate Key Stage w/c 19 November School Experience Week (alternative Key Stage) ½ day University Tutorial Trainee observes best practice within new Key Stage and observes English, mathematics and PE Week 1 Trainee begins planning for alternate Key Stage and delivers one session in English and one in mathematics. Week 2 Trainee begins teaching English and mathematics Christmas Vacation Week 3 Trainee continues teaching and delivering themed lessons during final week of term Week 4 Key Review Point For observation or joint observation by Mentor and training tutorial. Trainee teaches 50% of timetable including English, mathematics and PE Final week of teaching in school (end of Stage 1 training) Mentor completes Assessment Report and Returns to address below by Wednesday of this week. All Assessment Reports and Records of Performance should be returned, by the final Friday of placement, as one document electronically to: Programme and Assessment Team, Leeds Trinity University Email: primaryed@leedstrinity.ac.uk OVERVIEW OF STAGE 1 FOR TRAINEES, MENTORS AND LINK TUTORS Trainees must teach PE in either KS in mainstream Days Prior to SBT (4-6 OCT) Breakdown Trainee Task Mentor Task/Class teacher/Link Tutor School Experience Days Class support/observation Gathering evidence of pupils’ prior achievements and needs and observation tasks. Using the Professional Development Learning journals to observe key sessions and reflect upon teaching and learning. Modelling effective teaching and best practice. Meeting with the Trainee to support the planning of first sessions of teaching in maths and English. Week Breakdown Trainee Task Mentor Task/Class teacher/ Link Tutor
File 1 – Teaching and Assessment File Each section should have labelled dividers Copy of the Class teacher’s half-term plan with key themes identified. Separate sections should be clearly labelled Section Class teacher’s weekly plans any completed observation pro forma and activity planners information on the planned area of enhanced provision Section Separate section for discrete SSP/English focused activity planners for all activities taught evaluations annotated on planning for each planning for a focus area taught Section Separate section for discrete maths planning focused activity planners for all activities taught all planning annotated with evaluations and reflections of each session with reference to pupil progress in the relevant section. Additional sections for other subjects or planning for a focus planning and annotated evaluations of each session, reflecting on pupil progress Section Weekly extended evaluations reflecting on the impact on pupil progress that your sequences of learning have had on the pupils. Section an assessment section containing Records of pupils starting points evidence of Pupil Progress collated using schools format eg photos of pupil work/samples of work Class data information recording sheets Impact reports on Pupil Progress (and evidence supporting this information) (NB when in a foundation unit using ‘in the moment’ planning, please take advice from school on how to organise your planning file). File 1 – Teaching and Assessment File Each section should have labelled dividers a copy of the Class teacher’s medium term plans/weekly plans with topics/lessons to be taught by the Trainee highlighted Separate sections should be clearly labelled. Section Class teacher’s weekly plans observation details (in week 1 and 2) – separated into subjects being taught information on the planned areas to develop learning (working walls/displays) Section Separate planning sections for English and maths and all subsequent subject areas. Each section should be clearly labelled using dividers and all planning annotated with evaluations and reflections of each session with reference to pupil progress in the relevant section eg assessment outcomes evidenced on lesson plans Section Weekly extended evaluations reflecting on the impact on pupil progress your sequences of learning have had on the pupils. Section an assessment section containing: spreadsheet to record evidence of Pupil Progress (maths and English) Impact reports on Pupil Progress (and evidence supporting this information) (All Trainees should have ……… a separate section labelled
Appendix 6 Record of Performance (please complete during observation and finalise in training tutorial) Please complete all parts and refer to and/or highlight the Teachers’ Standards enclosed. The review should include a range of evidence and the Trainee should have an opportunity to reflect on the impact of teaching and learning. This Record of Performance should be discussed at the Key Review meeting. All completed Records of Performance should be emailed and returned with the Assessment Report at the end of placement. Trainee Name: Date: Mentor Name: Time: Start End Lesson Subject: Yr Group: No of Pupils: 1. Contextual information for lesson (Trainee to complete prior to observation and return to Mentor electronically) a) Focus of lesson and, if relevant, its place in a sequence of lessons: b) Planned impact on Pupil Progress: individual/groups/whole class (this detail is only to inform during a lesson observation): c) Trainee’s response to their progress against current targets: d) Proposed focus for observation: 2. Pupil Progress over time a) Please tick the range of evidence considered to indicate the impact on Pupils’ Progress as shown in this lesson and over time. Context & content of the session Discussion with pupils Impact of Trainee’s questioning & responses to pupils Trainees files Pupils’ work Observation of pupils Pupil responses Quality and impact of marking Differentiated for individuals/groups/whole class b) Commentary on Pupil Progress over time using the full range of evidence available: individuals/groups/whole class? What is the Trainee doing to encourage progress and monitor in session?