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New Lead Mentor Training1st October 2015

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Who’s Who in Primary Partnership?

Deborah Langston: Primary Partnership Lead

Elizabeth Davies: Primary Partnership Administrator

Natalie Taylor: SE travel and Placements Administrator

Joy Carroll: Primary Undergraduate Placements Manager

Gill Woods: Primary PGCE Placements Manager

Joy Stanton: Primary Schools’ Liaison Co-ordinator

Colin Howard: Primary Partnership Quality Co-ordinator

Karen Bubb: Partnership Development Co-ordinator

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Contacting partnership

Primarypartnership@worc.ac.uk

Elizabeth Davies, Primary Partnership Administrator: 01905 855071

Partnership web pages:

http://www.worcester.ac.uk/discover/education-partnership-documentation2.html

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External comments -Head Teacher

• Reflective students who can see clear links between practice and theory due to high quality and highly relevant content of the course

• Course remains very abreast of the changing educational picture• Positive feedback on key focus areas eg. behaviour management,

SEND and promoting British Values• Schools are seen as fully committed to partnership working• Practices in place and levels of support to prepare trainees for

interview and the transition to NQT year area• Focus for 2015-16 on British values, mental health and well-being

and multi-professional working• Third years feel better prepared than ever to enter the

profession

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Year Course work Key themes – Professional Studies

1 Professional studiesCore subjectsFoundation SubjectsComputing

Educational theoryProfessionalismIntroduction to planningIntroduction to meeting the needs of all learnersBehaviour Management

2 Professional studiesCore subjects Foundation SubjectsICT Out of school placement (BTC)

AssessmentBehaviour ManagementReflective PracticeDiversity and InclusionMulti-professional workingResearch informed teachingCareer development

3 Professional studiesCore subjects ( x-curr)Research MethodsDissertation (PRiSS)

Professional valuesTeacher IdentityMental health and well-beingSRESafeguarding (including CEOP)Transition into NQT yearUpdates on Gov priority areas

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The PGCE Primary Course A full time postgraduate course that takes approximately 38 weeks across three terms, starting in September 2015 and finishing in July 2016*.

Key aims of the course develop and deepen:

understanding of subject knowledge, pedagogy and practice;critical thinking and ability to reflect on current pedagogy; understanding of research informed learning; a core set of values and beliefs.

*individual variations may apply

Above all, to prepare trainees to

become outstanding primary teachers and promote the best possible outcomes for all

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PGCE Primary: in a nutshell: 2015-16

Module Content AssessmentPedagogy and Management How children learn, what affects their

learning and what teachers can do to improve learning for children. There is a specific focus on behaviour management and learners as active participants.

3000 word assignment4000 word written professional portfolio

40 Masters Credits(October and February)

Primary Subject Specialism

A small-scale school based enquiry in a subject in which trainees already have degree level/A level qualifications or significant experience.

3000 word school-based research project20 Masters Credits(April)

Core Subjects and Computing

Subject knowledge and pedagogy Subject profiles(throughout the course)

Foundation Subjects and SEND

Art, D&T, Geography, History, Languages, Music, PE, RE, SEND subject knowledge and pedagogy

A variety of subject assessments(some include aspects of reflection on school experience)

School Experience 24 weeks (120 days minimum) in schools and settings. There are currently three block placements.

Practice assessed against the Teachers’ Standards, completion of professional enquiry tasks (PETs) and Reflective Portfolio (RP)

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Shaun Hughes(Centre for Education and Inclusive Studies)

The role of the Lead Mentor

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The Mentoring relationship

• http://www.teachers-media.com/videos/you-do-not-get-on-with-your-trainee#video_title_bar

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Effective mentoring continued…

What do students really want from their school mentors?

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Brand new PGCE students

Personal qualities: professional, patient, positive, kind, supportive, calm, organised, approachable, friendly, empathetic, listening to worries, good communicator, reassuring, confidence boosting, giving time

Information: available, daily briefings, end of lesson/day feedback, help with policies (especially behaviour), help with ideas for planning, help with resources, information on individual children, knowledgeable about the course and requirements

Skills: communication, goal setting, provide opportunities, scaffold learning, constructive, sharing knowledge and understanding, build confidence

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‘She observed my lessons and gave me good feedback, suggested ways I could meet the Standards and was always checking how I was doing’

‘She ensured that we knew the school well, felt safe and observed with the uni tutor.’

‘I was supported with email advice, resources, opportunities to observe other teachers, everything was explained.’

Current UG third years

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Continued…

She took us on a tour around the school and helped us to get the know the staff and routines.’

‘She co-taught the class was in and helped me with planning. She introduced me to all the staff and let me know what meetings I needed to attend. She was brilliant!’

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Activity

In groups of around 4-6:

What do you think the protocol for inducting new students into your school should be?

What helpful information do you think you need to share with students and how can

this be best done?

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Sharing Experiences…

Gina Bentham: Colwall Primary School

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Any Questions?

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