BEd (Primary) Year 2, Part 2 Summer School Experience Date Detail Associate Partnership Schools Teaching Partnership Schools Prior to placement start date Placement preparation meetings for student teachers on campus n/a n/a Prior to placement start date Personal preparation meeting with Professional Tutor on campus n/a n/a w/c 24 April 2017 (Week 1) School experience begins Early Alert may be used up until Friday 28 April School Mentor (SM) and School Based Tutor (SBT) meet with University Visiting Tutor (UVT) for a one hour briefing meeting in school. UVT gives written guidance to SBT. Student teacher also attends. UVT meets student teachers and conducts well-being and preparation check. School Based Tutor (SBT) meets with University Mentor (UM) for a one hour briefing meeting in school. UM gives written guidance to the SBT. Student teacher also attends. UM meets student teachers and conducts well-being and preparation check. w/c 1 May 2017 (Week 2) Focussed observation and completion of Monitoring & Evaluation Form (M&EF) including profiling conference. Cause for Concern issued no later than 5 May Led by SM Led by UM w/c 8 May 2017(week 3) Focussed observation Led by SBT Led by SBT w/c 15 May 2017 (week 4) Focussed observation and completion of M&EF including profiling conference. Moderation Meeting by request Insufficient Progress should be issued no later than 19 May Led by UVT Led by UM
gathered evidence in support of this. Some mentors find it easier to manage this process of checking more frequently than at the point of profiling conferences, and in any case should, at the very least, ensure that the student teacher is actively engaged with their online profile on a weekly basis. The Monitoring and Evaluation Record Form This is a document which the partnership have developed in response to comments from evaluations and national initiatives. The purpose of this weekly evaluation is to determine a more holistic and detailed view of the student teachers’ progress. It forms the core of their personal targets and progress. It includes: a short, focussed observation linked to specific targets for improvement that the student teacher has previously identified; a learning conversation with key questions about the impact of teaching on learning; further discussion on areas for further development and agreed targets to take forward; comment on files, preparation and professionalism as exemplified in Part 2 of the Teachers’ Standards; an agreed overall weekly grade which the student teacher uploads, and gives the campus based staff, including their professional tutors an indication of their progress; Student teachers should keep a completed copy of this weekly document within their Practical Teaching File in each tabulated weekly section. Reflective Weekly Overview and Progress Record, Part 1, 2 and 3 (For Yr 1 Summer term; year 2 and 3 and PGCE Placement 1 a and 1 b) The Self Review: Assessment for Learning document is a valuable aide memoire for student teachers at all stages of their professional development in order to support their own, continuous learning. Student teachers should use it as a guide in order to assist in critical reflection on episodes of teaching and learning and in particular to ensure that feedback to pupils is robust (see page 15). Part 1 – requires the student teacher to reflect on all the Teachers’ Standards that they have addressed during the course of the week, including those that they had identified as specific targets for improvement. Part 2 – requires the student teacher to reflect on the progress of 3 different groups of pupils (individuals, small groups, whole class) during the week. They should consider how their teaching has impacted on the progress of these 3 groups and include commentary on marking and assessment, and future planning. Part 3 – requires the student teacher to consider their progress, and that of the pupils to date and as a result, identify their personal targets for the coming week. They will be directly linked to the Teachers’ Standards and be reported on in Part 1 of the following week’s progress record.
Week 2 By the end of week 2 in school has the student teacher:- continued to familiarise themselves with the school’s policies, routines, procedures and the general management routines of their specific classroom/s? discussed the school’s behaviour management policy and how it is implemented in their particular classroom? worked with individuals and groups, to get to know the pupils, their capabilities and needs? discussed those pupils supported by IEPs with the class teacher and other colleagues in order to enable appropriate planning? taken sufficient responsibility in the classroom to establish themselves as members of the school’s teaching team by undertaking further duties? taken the lead in at least one whole class introduction for both English and mathematics? begun to keep records and information for pupils’ profiles? Signed Student................................................................ School Based Tutor........................................... Date......................................................................