B.ED YR 2
SCHOOL EXPERIENCE –
STAGE 2
JANE MOORE
MAY 2017
STAGE 2 SCHOOL EXPERIENCE
DATES:
INTRODUCTORY DAY – 12TH MAY
15TH-26TH MAY ( 2 WEEK BLOCK)
HALF TERM
NB: PLACEMENT PROGRESS REVIEW IN THIS WEEK
5TH-22ND JUNE (3 WEEKS)
Focused
Observation
Establishing a
positive
classroom
environment
Developing a
Teacher
Identity
Year 2 School
Experience
Evaluating and
reflecting on
practice
Working
collaboratively
Planning and
Teaching for
learning
THE JUGGLER!
Managing
behaviour
Learning
Objectives
Planning
Marking
Progress
Time management
AfL
Subject
knowledge
Assessment
THE JOURNEY…
MOVING ON FROM STAGE 1
Stage II
• Students will undertake the class teacher role for approximately 70% of the
teaching week; they will be responsible for planning, teaching and
assessing individuals, groups and whole class in line with University
requirements.
• Students are not paired at Stage II
• Key Stage and School may be the same or different
STEPPING UP A GEAR
• Building on previous experience
• Increased teaching responsibility
• Taking ownership of planning, evaluating and
assessment leading to the children making
progress
• Recognising and reflecting on the impact of their
teaching
BE PREPARED!
• Review all Stage I feedback to inform targets for Stage
II
• Up-date PDP – include Stage I feedback & report
(show this to your new Mentor and Link Tutor asap)
• Locate DBS certificate / photo ID
• Write letter of introduction, including contact
information, curriculum strengths, interests,
experience etc. You may also want to include
information about any medical or educational needs.
• Continue to check e-mails daily
BEFORE THE PLACEMENT STARTS
• Organise files (see Moodle)
• Main file and second file
• Clearly labelled dividers
• Identify SBTs that still need completing
• Review school website, Latest Ofsted
report, School Data Dashboard
UNDERSTAND THE SCHOOL CONTEXT
Before half term:
• Access school, key policies, and expectations
• Complete Context for Teaching document
Throughout the placement:
• Develop your understanding of the diversity of learners in your
base class. (Incl. Pupil Premium, SEND, EAL etc)
• Observe good practice regularly (at least 3 formal observations
per week, recorded using the ‘Observing Teaching and
Learning’ format on Moodle)
PROFESSIONAL RELATIONSHIPS
• Strong professional identity from outset (dress,
language, engagement etc)
• Professional dialogue
• Appropriate relationships with children and staff.
• Share report from Stage 1 and targets for Stage 2
with mentor and Link Tutor.
• Agree who will observe you / meet regularly with you
and when. (Weekly meeting with your mentor to
evaluate progress)
PLANNING AND TEACHING 1
• Plan and teach group activities, parts of lessons and whole
lessons (incl phonics, Eng, Maths and non-core strength)
• Every lesson that is planned by you, needs to have a lesson
plan following UoG guidance.
• Structure Learning Objectives, Assessment criteria and
develop resources to support learners in making progress
PLANNING AND TEACHING 2
• Build up teaching responsibility to 50% in 2 weeks before half term.
Build to 70% after half term. (N.B. this includes group and whole
class teaching)
• Develop Unit / Phase plans for Eng/Maths
• Develop Medium Term Plans (MTPs) for at least 2 Foundation
Subjects being taught after half term.
• Demonstrate an increasing understanding of effective differentiation
for the children in the class so that all children make appropriate
progress.
EVALUATION AND ASSESSMENT
• Each lesson taught should be evaluated using an
Evidence-based Evaluation to consider the effectiveness
of your teaching, progress made by learners and next
steps for the children. Refer back to LOs.
• Talk with your mentor about formative and summative
assessment processes.
• Develop an understanding of those children who are
meeting Age Related Expectations and support available
for those who are not. (N.B. Data must not be accessed
without the express permission of the Class
Teacher/Mentor)
PROFILE PUPILS - 3 CHILDREN
(INCLUDE 1 CHILD WHO IS A ‘VULNERABLE LEARNER’)
High quality evidence.
A holistic understanding of
each child.
Evidence of Pupil Progress.
Final discussion with Mentor
or classteacher to ‘present’.
REFLECTION AND EVIDENCING YOUR PRACTICE
• Evidence-based Evaluations (Professional voice)
• Professional dialogue with an observer
• Reflective journal (Private/Informal voice)
• Weekly evaluations against Level Descriptors (see
Moodle)
• Highlight level descriptors leading to shared
understanding and personal target setting
• Targets that are PRECISE and SPECIFIC
DURING HALF TERM
• Prepare medium term plans for only for those areas of
the curriculum that you will be responsible for teaching
for 3 weeks
- English and maths and at least 2 others (1 of which
should be non-core strength where poss)
- Annotate school MTPs for other curriculum areas for
which you are responsible for teaching to suit your
teaching and your class
- Teaching must include phonics and PE
• Uni pro formas provided – may use school format if
school prefers this
MEDIUM TERM PLANS
(SEE PLANNING GUIDANCE DOCUMENT BOOKLET AND DRAW
ON INPUT FROM FOUNDATION SUBJECT ASSIGNMENT)
• Unit plans for English and Maths, planned with the class
teacher (refer to English/Maths lecture notes)
• Maths and English Weekly plans written independently by
student
• Two MTPs must be completed following detailed guidance
using the University pro-forma
• Cover sheets for each area of the curriculum that you will be
responsible for teaching (at least En, Ma, PE & 2 non-core
subjects)
• Plan your timetables for the 3 weeks to ensure 70% teaching
of a good range of subjects
ORGANISING YOUR TIME
After half term:
• Plan & teach independently – groups & whole class
for 70% of the time
• 10% non-contact time for PPA. This may be with your
Mentor/Class teacher.
• 20% non-contact time for observation/ professional
development. Plan this carefully and record what
you do (use Evidence-based Evaluations or
observation of learning forms)
TEACHING PHONICS (TS 3.4)
• If not in FS/KS1 – plan & teach at least 3 phonics
sessions (arrange to visit another class asap)
• Plan & teach spelling/reading in own class
throughout placement
• In FS/KS1, 1 formal observation of Phonics
teaching with feedback
• Complete ‘phonics tracker’ (in PDP)
ASSESSING, MONITORING & RECORD
KEEPING
You may prefer a separate assessment file with dividers for:
• Observation of learning documents
• Target group assessments (Form 6)
• 3 Pupil profiles
• Class records in line with school practice
• Notes on individual pupils e.g. post-its
All pupil records are confidential and data must not be
accessed without the consent of the school.
ASSESSMENT OF STAGE II
• Weekly formal observations by Mentor or Classteacher
• Link Tutor will visit twice and offer written and oral
feedback
• Link tutor and school staff joint observation
• Placement Progress Review Point (Just before half term)
with grading against Standards.
Link between evaluations/observations/ assessments &
subsequent planning?
Have the pupils made progress?
Is student acting upon advice?
PLACEMENT PROGRESS REVIEW
Student preparation
• Highlight Level Descriptors with Mentor/Classteacher &
ensure Weekly Evaluations are up to date.
• Review targets and set new targets for 3 week block
• Discuss and ensure preparation is in place for MTP and
teaching requirements after Half Term
• Tutorial with Link Tutor during Half Term to discuss targets,
progress and preparation for 3 week block.
Students / schools must inform Partnership Manager, Jane Moore, if
there are any concerns about student progress at this point.
SETTING TARGETS – AIM HIGHER
Draw on evidence and feedback:
• Level descriptors
• Self-evaluation – lessons, focused against TS
• Formal & informal feedback
• Weekly meetings with mentor/class teacher to review
progress – logged on Form 8
Targets will be:
• Specific, focused and achievable
• Have strategies identified
• Aligned to the Teachers’ Standards
• Begin to describe what success will look like, aligned to the
Level Descriptors.
STUDENTS CAUSING CONCERN
Link Tutor or school staff will usually:
• Inform student verbally
• Issue a Step 1 – Support Intervention with a review date
• Discuss strategies for improvement
• Monitor progress and continue to support
• Issue a Step 2 – Cause for Concern if there are on-going
concerns about a student’s ability to meet the placement
requirements.
• A moderation visit is arranged to review progress (usually 1
week later)
In exceptional circumstances, a school may request a student is
withdrawn from the placement immediately.
STAGE II FORMATIVE GRADES
• 1– Very good
• 2– Good
• 3– Requires Improvement
• 4– Unsatisfactory. Fails to meet the Standards
There is an expectation that students will reach a ‘best-fit’ minimum Grade 2 overall.
Grades reflect the standard for this phase of your training and are not the same as
grades for qualified teachers.
EXTRACT FROM THE STAGE 2 SCHOOL REPORT
FORM
HIGH EXPECTATIONS, MANAGING BEHAVIOUR, WIDER PROFESSIONAL
RESPONSIBILITIES (Teachers’ Standards: 1, 7, 8)
overall grade
TS 1
TS 7
TS 8
Strengths
Areas for Development
BE PROFESSIONAL & PRO-ACTIVE
• Discuss and plan any out-standing SBTs with Class teacher
• Arrange LT visit dates in liaison with school and leave visit
schedule with Admin staff on morning of LT visit. Leave copy of
lesson plan on top of SE file for LT
• Always have all files available for scrutiny
• Remind school staff, in advance, of deadlines for reports etc.
• Agree a weekly opportunity to meet with mentor and/or class
teacher and record these discussions (even if informal)
• Contact Link Tutor initially if you have any concerns.
ABSENCE FROM SCHOOL
The following must be informed of any absence from school,
extra placement days will be arranged where appropriate:
•
•
•
•
•
•
School
Students sharing transport
Link Tutor
Jane Moore (Partnership Manager)
Personal Tutor
Russ Shalofsky (Year Leader)
Absence is also recorded on the final report form.
And finally………