Autumn 2015General School Based

Mentor and Class Teacher training

Laura Manison ShorePrimary Partnership ManagerLinda BennettSBM at Parson St and School Based Training

Leader

Key new messages for all schools and trainees Change of grading language Consistent impact on pupil progress

visible throughout (and reflected in documentation)

Early addressing of trainees who ‘require improvement’

School colleagues encouraging trainees to ‘make links’ between theory and practice

We expect trainees ….• To develop successful relationships• To be professional in all aspects of the role• To plan and evaluate whenever they take responsibility for a group/class.• To respond to evaluation and feedback with focused targets informed by

Teachers’ Standards• To review targets weekly and agree new targets based on training priorities• To build to 80% responsibility during their final placement• To maintain a professional teaching file• To track their progress towards Teachers’ Standards• To be proactive in seeking support and guidance• To provide evidence for tracking and monitoring pupil progress• To demonstrate impact on pupils’ learning• To make links between academic theory and pedagogical practices

Trainees are entitled to….• Feel supported and welcomed• Regular professional discussions with class teacher and

weekly review and target setting meetings with SBM • Receive regular and focused oral / written feedback

which identifies strengths and areas for development• Coaching and mentoring as appropriate to enable

trainees to meet agreed targets• Opportunities for complementary training which enhance

and support trainees’ progress towards Standards• Be told if there are causes for concern and/or in danger

of failing in good time• PPA time• Receive appropriate support to develop both

academically and professionally

The Role of the SBM ‘Managing’ the trainee experience across the school:

Welcoming, introducing and settling new trainees; Initial review of trainees’ Professional Development Portfolio (PDP), Trainee

Progress Tracker (TPT)and targets set to inform start of placement; Weekly review, target setting and coaching meetings with the trainees; Enabling the complementary training; Managing the assessment and reporting process; Quality assuring training provided in school

Lesson observation Files scrutiny and discussion about trainee’s planning, assessment, evaluation,

record keeping... Giving feedback:

Written Feedback Oral Feedback Maintaining communication with UWE: Professional practice office Professional tutor

Two filesProfessional Teaching File– Well organised– Demonstrating awareness of key policies – Clear planning, evaluation and AfL– Target setting and self assessment– Evidence of pupil progress

PD Portfolio (PDP)– Gathering evidence against the Standards– Formal observations, assessment feedbacks, subject

knowledge audits...– Trainee Progress Tracker– Reflective Journal

Key documents Trainee Progress Tracker (TPT) Observation form Interim review Target setting sheet Serial day target setting sheet Professional Improvement Plan(PIP) and

supporting observation sheet

Professional tutor visit Pre-observation chat with trainee. Observation – joint with CT or SBM,

approximately 30 mins. Files- must be up to date and will be

checked by PT PT supports the trainee but also the

school and is the trainee’s first contact at UWE

Making Judgements about the trainee

We are judging against Teacher Standards.

An ‘Outstanding’ judgement means you are

saying they have the potential and are on track to

become a very good teacher

Key features of an ‘outstanding’ studentIt is almost impossible to make a definitive list. However, certain features might indicate a trainee moves from ‘good’ to ‘outstanding’.

• Willingness to take risks- managing which risks to take!• Developing a ‘rapport’

with children• Using initiative and

inspiring children• Being reflective- using

lesson plans as ‘working documents’

• Maintaining pace in lessons- enthusing children

• High expectations and impact on learning

• Innovative teaching – using intuition

• Ability to adapt and be creative

• Good subject knowledge• Working effectively with

other colleagues

... ………….Consistently

Grading Rationale: Outstanding

Outstanding (1) For a trainee’s final grading to be 1: pupil progress and learning over time must be good

or better than expected; a minimum of five Standards graded 1 overall or four Standards graded 1 overall but many features of

other Standards also graded 1 (utilising assessment against the sub-headings);

all other Standards graded 2 (utilising assessment against the sub-headings); no grade 3 or 4 for any standard.

Grading Rationale: GoodGood (2) All primary and secondary trainees awarded QTS exceed the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. Trainees Demonstrate excellent practice in some of the standards for teaching and all related to their personal and professional conduct. Much of the quality of trainees’ teaching over time is good; some is outstanding. For a trainee’s final grading to be 2:* pupil progress and learning over time must be at least as expected; at least five Standards graded 2 overall; any grade 3 Standards must be scrutinised and would require grade 2 features

(utilising assessment against the sub-headings); no grade 4 for any Standard. • Careful consideration must be given where all of the trainee’s teaching is grade 2

but he/she has few/no grade 1 aspects; he/she is likely to be grade 2 overall. The final judgement should be agreed following discussion with relevant partnership

personnel. There should be close scrutiny of any grade 3 and grade 1 aspects.

Grading Rationale: Requires Improvement

Requires improvement (3) All primary and secondary trainees awarded QTS meet the minimum

level of practice expected of teachers as defined in the Teachers’

Standards by the end of their training. The quality of trainees’ teaching over time

requires improvement as it is not yet good. For a trainee’s final grading to be 3: pupil progress and learning over time is not always as expected; most Standards graded 3 overall; no grade 4 for any Standard.

A trainee can be judged to have exceed(ed) the minimum if he/she has evidenced features of good practice in some aspects of the Teachers’ Standards with no grade 4s.

Enhancing the Experience

Audit of the Training Environment – what is unique about your setting? – Engaging the whole school – Highlighting strengths and initiatives– Allowing for personalisation of placements– Beyond your setting (opportunities within your

cluster for example children’s centres, secondary schools, special schools)

Trainee assessment

Tutors from the University moderate judgements which may result in an increase or decrease in final grades following post-practice moderation. (final report box)

Judgements are made on a ‘best-fit’ basis – one final grade is recorded

External Examiners do not judge or affect schools’ judgements, they moderate the process.

Possibility of OFSTED visit Please stay in contact with us throughout the year. If you email your trainee’s PT s/he will get back to you

asap.