Mentoring and Coaching at Birmingham City · Mentoring and Coaching at Birmingham City University 2016- 2017 Please find your student/mentor and introduce yourself Kelly Davey Nicklin

Mentoring and Coaching at Birmingham City University

2016- 2017

Please find your student/mentor and introduce yourself

Kelly Davey Nicklin – Programme LeaderTracey Goodyere – Deputy Programme LeaderLeanne Gould – Partnership Coordinator

• Introduce your school

• Arrival to school arrangements• Times

• Parking

• Entry

• Dress codes

• DBS and ID needed

• Learning so far during University sessions

Student and Mentor Networking

Objectives

• To share key documentation, resources and paperwork for the requirements of the PGCE

• To discuss working practices when providing written feedback on lesson observations

• To establish the role of the mentor in supporting ITT in partnership with BCU

• To network with colleagues

Objectives

• To share key documentation, resources and paperwork for the requirements of the PGCE




Key Changes for 2016/17

• We have a brand new course that was validated before the summer – part of BCU’s ‘Transforming the Curriculum’.

• Mentors and trainees helped shape the design of the new course.

• New modules and assignments (more details later)

• Level 7 course (credits towards MTL/MEL)

• More rigorous tracking systems with more frequent updates of trainee progress.

• Support plan framework (prior to ‘Cause for Concern’).

• Electronic submission of all key documents.

Course Priorities for 2016/17

• Increasing the number of trainees who complete the PGCE Secondary course with a grade 1 (‘outstanding’)

• Reducing the number of trainees who complete the PGCE Secondary course with a grade 3 (‘requires improvement’)

• Continuing to respond to the Carter Review – ensuring that our programme includes advanced subject knowledge (TS3), practical behaviour management (TS7) and how to adapt teaching to unlock the potential of pupils with a wide range of different needs (TS5).

Course Priorities for 2016/17

2013 2014 2015

Grade 1’s 66% 60% 66%

Grade 1 and 2 94% 88% 95%

Grade 3 2% 5% 3%

Completers 96% 94% 98%

Key Dates 2016/17

• School 1 placement – 19/09/16 – 15/12/16

• Trainees on the Core route will be in school Mondays – Thursdays (Friday subject pedagogy sessions at BCU). School Direct trainees may follow a slightly different plan.

• Mid-point review – to be received by Friday 21st

October

• End of Placement Review – to be received by 15th

December.

• School 2 placement – 09/01/17 – 26/15/17

Key ChangesSchool Experience Progress Journal• SEPJ brings together what used to be the ‘weekly

review meeting’ documents and the evidence collecting documents in the PDP.

• Trainees have responsibility for keeping their journal up-to-date.

• Evidence is gathered to support achievement of the Teachers’ Standards.

• Evidence is graded using our formative descriptors

Enhancing (ENH)

Embedding (EMB)

Establishing (EST)

Emerging (EMG)

Key ChangesSchool Experience Progress Journal• SEPJ brings together what used to be the ‘weekly

review meeting’ documents and the evidence collecting documents in the PDP.

• Trainees have responsibility for keeping their journal up-to-date.

• Evidence is gathered to support achievement of the Teachers’ Standards.

• Evidence is graded using our formative descriptors

Enhancing (ENH)

Embedding (EMB)

Establishing (EST)

Emerging (EMG)

Key ChangesSchool Experience Progress Journal

Range of evidence

• units of work

• lesson plans

• lesson evaluations

• lesson observation notes

• Review and Analysis Forms (observation feedback)

• SEPJ Tasks and other assignments

• notes taken during discussions, meetings, lectures, from web sites or from publications

• policy documents from placement schools

• letters, pro-forma, etcfrom placement schools

• samples of pupils’ work


But...

• “...documentary evidence, of itself, will not serve as the “demonstration” required by each of the Standards [...] Standards must be linked to practical demonstration in classroom teaching and wider involvement in schools. Evidence might, therefore, be that which isobserved by mentors rather than documentary

evidence.”

Key ChangesSchool Experience Progress JournalCollation of Evidence

• Electronic collation of evidence is recommended, however, all evidence must be organised and accessible at any time by mentors/tutors.

• Any electronic evidence must be annotated to show how the evidence addresses the identified Standard.

• Hard copies of evidence can also be used and must be filed and labelled at the back of the journal.


Documenting Formative Feedback

Evidence summary

Evidence item

Formative grade Sign & date (mentor)

Key ChangesSchool Experience Progress Journaland SEPJ Tasks• Complete 1-6 in School 1 (in pairs) by half-term

• Complete 7-14 in School 2 (solo) by Easter

• Linked to Teachers’ Standards

• Induction to school placements (should be completed earlier rather than later)

• Submitted via Moodle

• Responses are coded A, B and C to indicate the level of detail required.

• Trainees will need support from mentors in locating some of the information required for the tasks.

Key ChangesSchool Placement Paperwork• We have introduced a Mid-Point Review into School 1 – to be

submitted before half-term.

• We therefore need to ensure that trainees are taking some responsibility for teaching before half-term.

• Opportunity to identify if the trainee might need a support plan to help them address some areas for development.

Key ChangesSchool Placement Paperwork• The End of Placement Report (previously known as the A&E

form) will be need to be submitted towards the end of the placement to summarise the trainee’s achievement against the Teachers’ Standards.

• Number grades have now disappeared – consistent use of the formative 4 E’s descriptors (Emerging, Establishing, Embedding, Enhancing) throughout all documentation.

• Both the Mid-Point Review and the End of Placement Report need to be submitted electronically.

Key Changes – Lesson Planning

• Lesson planning expectations are in line with the Government report about teacher workload and planning.

• The traditional lesson plan format will still be used and trainees will be expected to complete a minimum of two per week (linked to formal lesson observations).

• Health and safety & safeguarding has now been added to the template for ALL trainees (not just science and DT).

Key Changes – Lesson Planning

• A reduced version of a lesson plan template will be provided for use for all other lessons (all lessons must still be planned). Evidence towards the Teachers’ Standards can still be obtained through the reduced lesson plan. As an alternative, trainees may use their school placement lesson plan template or another template that the mentor has authorised.

• Where there are concerns with the progress of a trainee, the traditional format must be used for all lessons. This can then be renegotiated once sufficient progress has been made.

• Mentors can decide if they want trainees to produce the traditional lesson plans for more than two lessons per week if they feel that their trainee needs more support with lesson planning. This should be documented during the weekly review.

Key ChangesReview and Analysis (R&A) forms


1. Streamline document that supports us to provide timely feedback

2. Allows us to electronically record and share our feedback with stakeholders who support trainee progress

3. Supports the deconstruction of practice in relation to 3 Teachers’ Standards and helps the articulation of developmental targets

4. Structure ensures that all trainees in our partnership are provided with coherent feedback

5. Based on feedback from mentors on the strategic leadership committee


1. Personal qualities

2. Teaching• Constructive, clear, timely

feedback

3. Professionalism

4. Self-development and working in partnership

National Standards for school based mentors that set out the minimum level of practice

Key ChangesReview and Analysis (R&A) formsExpectations of working practices

• TS1….

• Choose two other standards for the focus of the observation (make a judgment on what you observe as priorities from the clip).

• Provide written feedback on the three chosen standards, referencing the sub-strands e.g. 1b

https://www.youtube.com/watch?v=FRYh2aGgzT0


Key ChangesReview and Analysis (R&A) formsExpectations of working practices


• List the strengths of the observation based on the three focus standards. Refer to the sub strands.

• Provide a maximum of three developmental targets based on the three focus standards. Use the language on the BCU tracker to support the movement to the next grading criteria e.g. establishing -> embedding


Key ChangesThe trainee support framework

Period of EXTRA HELP

For trainees who require additional/extra support with any aspects of their training/development.

A wide range of situations may result in a period of ‘extra help’

Period of CAUSE FOR CONCERN

For trainees who are still not making expected progress following a period of ‘extra help’

Specifically related to issues around the Teachers’ Standards

Period of SUSTAINED CONCERN

For trainees who have not made enough progress towards their targets from the cause for concern’ process.

Specifically related to issues around the Teachers’ Standards

Key ChangesAssignments

• We have reduced the number of assignment from four to three but have given a greater priority to the SEPJ Tasks.

• All assignments are level 7 study (with the exception of some School Direct pathways).

• Variety of assessment methods (blog, eportfolios, presentations, etc.)

Key ChangesAssignments – Professional Studies

• The majority of the Professional Studies assignment will be focused around School 1.

Learning Outcomes:

1. Provide a critical analysis of selected education topics in the context of relevant national

and local policies and guidance frameworks, and wider academic reading

2. Critically assess implications for your own professional practice in the context of relevant

national and local policies and guidance frameworks, and wider academic reading

3. Critically assess implications for the learning and well-being of the students that you

teach

Key ChangesAssignments – Subject Pedagogy

• The majority of the Subject Pedagogy module will be supported by Subject Pedagogy workshops and both school placements.

Learning Outcomes:1. Justify and evaluate the subject signature pedagogies used to underpin effective learning and teaching in

your selected project.

2. Critically evaluate the attainment and progress of learners in your specialist subject, suggesting teaching

strategies to improve outcomes for learners in your selected project.

3. Critically reflect on your professional practice in the context of the selected theme and the teaching of your

specialist subject.

4. Critically engage with the work of leading educators, policy initiatives and related frameworks and guidance

in your specialist subject.

Key ChangesAssignments – Professional Enquiry

• The Professional Enquiry module is supported by a three-week research placement after the School 2 placement.

Learning Outcomes:

1. Provide a rationale for practice-based enquiry, based on personal, professional and organisational needs

taking into account appropriate research methodologies and ethical approval procedures.

2. Critically review a range of appropriate literature in relation to the chosen enquiry topic/focus, linking theory to practice.

3. Gather and analyse workplace evidence using suitable and well-justified data collection methods and

discuss implications for future practice

4. Present your rationale, literature review and workplace evidence in a logically structured format

appropriate for a professional audience, using the Harvard referencing system.

Our Twitter account - @BCUPGCESec• We’ve been using a course Twitter account for the last year.• Useful way to share links, info and get trainees connected.• #BCUSecChat takes place on the first Thursday of every

month at 8pm. Topics chosen by trainees and we get education specialists on Twitter to contribute. Sue Cowleywill be supporting our December Twitter chat on the topic of behaviour management.

• We hope that mentors and placement schools who have Twitter accounts can also follow our account and get involved.

Objectives- Questions?

• To share key documentation, resources and paperwork for the requirements of the PGCE programme




Objectives- Questions?

• To share key documentation, resources and paperwork for the requirements of the PGCE programme




Mentoring and Coaching at Birmingham City · Mentoring and Coaching at Birmingham City University 2016- 2017 Please find your student/mentor and introduce yourself Kelly Davey Nicklin

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