Primary PGCE Mentor Handbook Autumn 2019 · Primary PGCE Mentor Handbook Autumn 2019 Mentor Handbook Director of the Primary PGCE Programme: Mandy Cockayne Room: L19 G11 Tel: 0118

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Primary PGCE Mentor Handbook

Autumn 2019

Mentor Handbook

Director of the Primary PGCE Programme: Mandy Cockayne Room: L19 G11 Tel: 0118 378 2682 E-mail: [email protected] Assistant Director: Scarlett Murphy Room: L19 G24 Tel: 0118 378 2676 E-mail: [email protected] Partnership Administrator: Tracey Mallins Room: L16 G10 Tel: 0118 378 2609 E-mail: [email protected]

Primary Placement Co-ordinator: Liz Henley Room: L16 G10 Tel: 0118 378 2621 E-mail: [email protected]

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Contents ITT Priorities 2019-20 (Primary) ....................................................................................................................................... 3

The Role of the Mentor ........................................................................................................................................................ 5

Key Documentation .............................................................................................................................................................. 5

The Weekly Meeting ............................................................................................................................................................. 6

Assessment .............................................................................................................................................................................. 6

Staged Planning Support ..................................................................................................................................................... 6

Observing Lessons ................................................................................................................................................................. 7

Setting Targets ........................................................................................................................................................................ 8

Observing Experienced Teachers ...................................................................................................................................... 8

How to Support an RPT who requires Extra Support ................................................................................................. 8

RPT Attendance at School/Absence from School ........................................................................................................ 8

Mentor Support ..................................................................................................................................................................... 8

Mentor Certification ............................................................................................................................................................. 9

Appendix 1: The Shared (Autumn) Placement ............................................................................................................. 9

Appendix 2: Mentor checklist of expectations ......................................................................................................... 10

Appendix 3: Teaching Requirements/Commitments for Autumn School Experience .................................. 12

(For RPTs) ............................................................................................................................................................................... 12

Appendix 4: Assessment for the Autumn School Experience ................................................................................ 13

Appendix 5: RPT Progress Review Checklist ................................................................................................................ 14

Appendix 6: Guidance for Effective Lesson Feedback .............................................................................................. 15

Appendix 7: Extra Support Proforma ............................................................................................................................ 17

Appendix 8: Teachers’ Standards Grading Statements for the Autumn Placement ....................................... 19

Appendix 9: Lesson Planning Staged Support Flowchart ........................................................................................ 21

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Transforming Lives Through Education At Reading we train teachers who become reflective professionals able to secure the very best for all children. We support them to be resilient, creative and inclusive. With the highest expectations of learning, progress and development, they inspire children to become confident, active citizens who are able to cope with the fast-moving demands of the 21st century. We offer a range of routes into teaching that utilise our strong partnership with local schools, providing a personalized approach to trainees from diverse backgrounds and experiences. Our commitment to ensuring equal opportunities is evident through our pastoral support which recognises and nurtures the potential in every trainee. All programmes incorporate practical experience grounded in rigorous educational research. Between the campus environment and the diversity embedded within partnership schools, our trainees develop a strong identity as beginner teachers and educators of the future.

ITT Priorities 2019-20 (Primary)

As we work together in partnership, the University and schools have a common aim: to develop our Reading Partnership Teachers (RPTs) into excellent new teachers who will be assets to the schools in which they work. To achieve this goal, it is important that we are all aware which areas have been identified as needing more focus. Review processes across the partnership have led to the following priorities being identified for this academic year.

1. Support RPTs to extend learners by strengthening their own pedagogical content knowledge 2. Support RPTs to understand curriculum design decisions and the role of school context. 3. Further develop the quality of mentoring, with an emphasis on dialogic lesson support and

planning. 4. Continue to ensure RPT workload is purposeful, productive and manageable.

Our RPTs learn from many perspectives in the partnership and we need to work together to support them. It is always useful to consider the ways we and our wider school teams can provide training opportunities and stimulate meaningful reflection in these priority areas. We are continually refining our provision and our full Improvement Plans are available from each Programme Director.

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Dear Mentor, Thank you for mentoring a Reading Partnership Teacher (RPT) on their PGCE School Experience. We hope that you will find the process rewarding. Previous feedback from mentors who have worked with our RPTs have indicated that there are mutual benefits involved in mentoring, particularly the opportunities for reflection on practice and professional development that working with a teacher at the beginning of their career can bring. We do hope you will consider one of our programmes of mentor certification, please see page 9 for further details and the link to the mentor certification webpages. Please read this handbook carefully. We aim to provide you with all the information you need to fulfil your role as a mentor, as well as answers to any questions you may have. Best wishes Mandy, Scarlett and the PGCE team

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The Role of the Mentor

Specific expectations for the placement can be found in Appendix 2. Please

• Support your RPTs: o Formally, via a mentor meeting once a week, to be recorded on the WRoP (p.7) o Informally, with regular opportunity for reflective chats (and TLC if necessary!)

• Support RPTs to plan, teach and assess, being mindful of expectations at each stage of training. See the ‘Staged Planning Support’ section and document in Appendix 9 for details.

• Observe lessons (at least one per week, more if possible) and provide constructive written and verbal feedback.

• Support RPTs to gain evidence towards the Teachers’ Standards, at the level expected for this stage in their training. Evidence should be recorded on the ‘Evidence of Progress’ document, with a link to the RPTs School Experience file.

• Support RPTs with their School Based Tasks.

• Assess your RPT being mindful of their progress through the PGCE and particular expectations for this stage in their training (appendix 3).

• Notify the University (your tutor or Mandy) if you have any worries or queries at all. The University Partnership Agreement, which is signed by all Partnership Schools, formalises the requirements of the role of the Mentor. The full Partnership Agreement can be downloaded from the mentor webpage.

Key Documentation

All the documents associated with the PGCE School Experiences can be found on the PGCE mentor support webpages. The following documents are key:

• Evidence of Progress towards the Teachers’ Standards (EoP). This is an electronic record of the evidence the RPT is gathering as the School Experience (SE) progresses. RPTs have been advised that they should spend time each day considering their evidence and collating it in their ‘Evidence of Progress’ document. Evidence should be cross referenced to the SE file. It is the RPT’s responsibility to maintain their Evidence of Progress document.

• Assessment of Progress (AoP). The AoP is an electronic document which tracks progress through the PGCE. At five Review Points during the School Experiences, progress is explicitly assessed with regard to the evidence collected to support achievement towards the Teachers Standards. A grade is awarded for each Teachers’ Standard, together with opportunities for further comments and target setting. It is the RPT’s responsibility to update their AoP at each Review Point and submit on Blackboard.

• Weekly Reflection on Progress (WRoP). The WRoP is an electronic record which combines: o The RPT’s weekly reflection o A record of your weekly meeting with the RPT o The agreed targets for the RPT to take forward

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The Weekly Meeting

Throughout the training, the RPT is entitled to a weekly meeting with their Mentor. These meetings should appear on both the Mentor and RPT’s timetables so that the time is protected. At these meetings, you will:

• Look back to reflect on and celebrate the RPT’s progress and achievements

• Share and discuss feedback received from other teachers this week

• Discuss any immediate issues, such as classes/curriculum areas to be taught this week;

• Agree targets for the coming week

• Monitor the RPT’s SE file and collection of evidence towards the Standards (refer to the RPT SE handbook for specific details about content).

A common model is for mentor and RPT to meet on Thursday or Friday in order to review progress for the week. The RPT’s reflections on the WRoP (note form is fine) should generate a provisional agenda and this should be given to you the day before the scheduled meeting, to give you time to prepare. The RPT’s reflections (as recorded on the WRoP) should form the basis of discussions. A record of the meeting, together with targets, should then be added to the WRoP. RPTs must submit their WRoP on Blackboard and this generally happens at the beginning of the following week, thus allowing everyone to complete their contributions and the RPT to prepare their WRoP for submission. Nb if it suits you, it is fine to have one weekly meeting with both your RPTs (if the placement is paired).

Assessment

The progress and development of your RPT is continuously assessed and monitored throughout the School Experiences, through discussion and regular teaching observations, by you as Mentor, as well as by other staff in school and the University tutor. Formal assessment takes place at six points through the year: an Interim Review midway through each School Experience; and a Progress Review at the end of each School Experience. Interim Review 1 (week 2/3 of the Autumn School Experience) is an electronic questionnaire. All other Reviews are completed on the RPT’s Assessment of Progress (AoP). Please see appendix 4 for more specific guidance on assessment for this School Experience. If there are any concerns at any point during the School Experience, please consider an Extra Support form (appendix 7). There are exemplars on the webpage for you to refer to. Remember your tutor and the Programme Directors will offer support and guidance should this be necessary.

Staged Planning Support

There are three phases to planning; a flowchart can be found in Appendix 9. In Phase One, at the beginning of the training programme, it is expected that RPTs will write a lesson plan, typically using the UoR proforma. They will need more guidance and support at this stage, and you can help to develop their confidence and competence by:

• Co-planning • Viewing plans and offering constructive feedback in advance • Providing a medium-term plan framework • Supporting the RPT with suggested resources, activities etc.

In the Autumn Term, all RPTs will be working in Phase One.

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Phase Two is a transition phase, as RPTs move from individual lesson planning to weekly planning, especially for English and Maths. They will continue to need your support and guidance. In the Spring Term, most RPTs will be working in Phase Two. Phase Three is the phase where RPTs are expected to become more independent in their planning, using weekly plans or annotating plans provided by the school or a commercial scheme. If RPTs need extensive support, or children are not making progress, RPTs may need to revisit Phases One and Two, and an Extra Support Form will support this process. In the Summer Term, most RPTs will be working in Phase Three.

Observing Lessons

Please ensure that the RPT is regularly observed teaching and receives written feedback on the lessons observed. A focus for the observation should be given by the RPT prior to the lesson. They should provide a plan and be able with your help to identify evidence towards the Standards on the feedback sheet, which they should then highlight. Although it will be mainly you, as mentor, carrying out the lesson observation and feedback, observations can be carried out by any experienced teacher. It is useful for the RPT (and for you as mentor) for members of the SLT to observe and feedback. A teacher who is experienced in behaviour management, for instance, could observe an RPT who has TS 7 as a target. In carrying out a formal lesson observation, you will need three documents:

1. A copy of the RPT’s plan for the lesson*; 2. The red Teachers’ Standards card; 3. A copy of the lesson observation form, with Section A completed in advance by the RPT.

A lesson observation will typically follow the format below:

1. Prior to the lesson: ensure that your RPT has identified an appropriate professional development focus: something that they are working on in their practice as a result of previous observations and professional dialogue;

2. During the lesson: annotate their plan in relation to their teaching skills and children’s learning, makes notes on the impact on children’s learning, and begin to consider strengths and areas for development;

3. After the lesson: if time allows, encourage RPT to reflect and annotate their own copy of their plan before the discussion. Begin the discussion with a question such as ‘What did you want the children to learn?’ Together complete the feedback form, including the assessment of current progress;

4. After the discussion: ensure that the RPT has a copy of the annotated plan (both copies if this is a joint observation) and that you both keep a copy of the observation feedback form.

Please see appendix 6 for further guidance on lesson observation, and the mentor support webpages for exemplars. *The RPT MUST provide paper copies of planning (this could be done electronically but only if the observer is confident they can annotate planning using their device). In the autumn, RPTs will be planning using the UoR proforma, as per the planning support flowchart (appendix 9). As they become more confident with planning they will move to using the school’s weekly plans and/or planning using Ppt slides or Notebook.

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Setting Targets

The target setting process should drive the progress of the RPT, and targets will be generated from discussions and lesson observations. Targets given should be SMART, with a Teachers’ Standard reference and a date by which progress will be reviewed. These should be discussed during the weekly meeting, reflecting on whether they have been met. New targets should then be set for the RPT to take forward into the week ahead. Targets should be recorded on the WRoP.

Observing Experienced Teachers

Opportunities to observe experienced teachers can be invaluable for RPTs. Please support RPTs to identify and approach members of staff to observe, and ensure that observations are focussed on an aspect of practice - ideally linked to a target.

How to Support an RPT who requires Extra Support

To support struggling RPTs, you will need to know on whom to call as well as what advice to give. These are suggested actions in the event of a RPT judged to be struggling or who has issues that need to be addressed:

• Contact your school tutor and/or the Programme Director/s as soon as possible. It is much easier to resolve problems if tackled earlier rather than later.

• Keep the school ITT Co-ordinator informed.

• Complete an ‘Extra Support’ form (appendix 7).

• Be specific in targets for improvement in discussion with the RPT.

• Create early opportunities for how improvement can be demonstrated.

• Create early relevant training opportunities e.g. observe another teacher.

• Encourage, and record, the RPT’s reflection on their work in school.

RPT Attendance at School/Absence from School

The RPTs are expected to inform the Partnership Office, University Tutor (Partnership) and the school they are working in during an SE whenever they are absent. At the end of the placement, please check the RPT’s attendance record in Section B of their SE file for accuracy. Absences are only authorised for the following reasons:

• Illness

• Family emergency

• Graduation

• Interviews

Mentor Support

We support our mentors in the following ways:

o Partnership meeting prior to the School Experience o The PGCE mentor support webpages that are intended to provide ongoing support for

mentors at a time to suit them. o Tutors and Programme Directors are always available via phone or email should you need

advice. We will visit a selection of RPTs in school; this will include RPTs about whom you have concerns.

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Mentor Certification

• Provides an opportunity for mentors to develop their skills, knowledge and understanding of mentoring

• These skills, knowledge and understanding are transferrable

• The learning outcomes have been designed to prepare mentors for our M Level Mentorship module, should mentors aspire to this route

Further details for mentor certification can be found on the mentor certification webpage: http://www.reading.ac.uk/education/partners/Reading_Partnership_Mentor_Certification.aspx

Appendix 1: The Shared (Autumn) Placement

This Autumn placement is the first assessed placement on the Primary PGCE. This is a formative assessment. Our RPTs come from a variety of backgrounds and experience: some have been TAs in school and are therefore used to the Primary educational environment; some have had experience of schools as a volunteer. The starting point for all RPTs will be different, and their Personal Statement and Initial Needs Form should indicate their areas of strength and development. Most RPTs are paired for this placement and we suggest that paired RPTs support each other in the following ways:

• As ‘critical friends’

• Working together to plan (although it is important that one partner does not rely too heavily on the other)

• Working together to deliver lessons

• Acting as a TA/LSA for each other

• One partner undertaking a joint observation with you as mentor, to observe the process of observation, taking notes and feeding back

If your RPT is not paired, then please negotiate to give the RPT some experience of working with a partner, working together to plan and deliver lessons. Please note, we expect that weekly meetings are likely to be conducted with both RPTs. The final Progress Review, however, will need to be one-to-one.

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Appendix 2: Mentor checklist of expectations

This checklist guides you through the requirements of the Autumn School Experience. It is available as a separate document on our website. Week 1

• Please read your RPTs Initial Needs document and Personal Statement (these should have been emailed or given as a paper copy prior or at the start of the placement)

• Read the RPT Autumn School Experience checklist (your RPT will have a copy, or have access to one)

• Locate the supporting documents on the PGCE mentor webpages

• Carry out inductions on relevant aspects of: o Health and safety o Data protection o Child protection o Behaviour management o Social media

• Carry out or arrange an introduction to the school's Phonics Scheme - what programme, how implemented, groupings, resources, extra support etc.

• Please sign RPT induction form to say above have been done

• Give a general introduction - tour of the school, introduction to other staff, photocopier training, access to school network etc.

• Consider whether there are whole school opportunities happening during the placement in which the RPT could become involved.

• Provide opportunities for RPTs to work with the whole class, with activities such as register or reading a story.

• Discuss the School Based Tasks and support the RPT to make appropriate arrangements, using their weekly planner.

• Provide opportunities for RPTs to work with groups of children (following your planning).

• Observe a lesson and give written and verbal feedback.

• Enable RPT to share their targets with you.

• Discuss and provide curriculum planning for the block period, including a provisional discussion of the teaching commitment and PPA for the RPT.

• Provide relevant assessment information about your class.

• Support RPT to identify opportunities to observe experienced teachers.

• Enable your RPT to have non-contact time and to use this constructively.

• At the end of week 1 have a weekly meeting and contribute to the RPT’s Weekly Reflection on Progress (WRoP).

• Support the RPT to identify opportunities for Standards evidence and record these on their 'Evidence of Progress' document.

• Support the RPT with target setting and develop targets (to be recorded on the WRoP).

• During week 1 you will be contacted by your tutor (email or phone). Please update the tutor on progress and share any concerns.

Weeks 2 and 3

• Support your RPT to fulfil their teaching commitments.

• Enable your RPT to observe experienced teachers.

• Enable your RPT to have opportunities to carry out their School Based Tasks.

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• Enable your RPT to have opportunities to observe children, particularly their assessment focus children.

• Enable your RPT to have non-contact time and to use this constructively.

• Observe lessons and give written and verbal feedback.

• At the end of the week, have a weekly meeting and contribute to the RPT’s Weekly Reflection on Progress (WRoP).

• Support the RPT to identify opportunities for Standards evidence and record these on their 'Evidence of Progress' document.

• Support the RPT with the target settings and develop targets (to be recorded on the WRoP).

• Make initial arrangements for Progress Review 1 (final week).

• Week 3: Complete Interim Review 1 (IR2) with your RPT – a link will be sent to you via email .

• Pass on any concerns to your tutor/Programme Director and consider whether an Extra Support form is appropriate.

Weeks 4, 5 and 6

• Ensure arrangements are in place for Progress Review 1 (PR1 - final week).

• In preparation for PR1, support your RPT to consider their evidence for part standards and assign provisional grades.

• Week 4: Please do a joint observation with the school tutor who will visit this week (w/c 11.11) or by arrangement.

• Support your RPT to fulfil their teaching commitments.

• Enable your RPT to observe experienced teachers.

• Enable your RPT to have opportunities to carry out their School Based Tasks.

• Enable RPT to have opportunities to observe children, particularly their assessment focus children.

• Enable your RPT to have non-contact time and to use this constructively.

• Observe lessons and give written and verbal feedback.

• Support the RPT to identify opportunities for Standards evidence and record these on their 'Evidence of Progress' document.

• Support the RPT with the target settings and develop targets (to be recorded on the WRoP).

• Week 6: Carry out PR1 and complete the AoP.

• Ensure the updated AoP is submitted to the Partnership Office (RPTs responsibility).

• Pass on any concerns to the Programme Directors and consider whether an Extra Support Form is appropriate.

• Complete an online evaluation of the School Experience (this will be emailed).

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Appendix 3: Teaching Requirements/Commitments for Autumn School Experience

(For RPTs)

Please note, this guidance is flexible and the specific needs and requirements of the school and the class need to inform planning.

Week 1 RPT should spend this week observing, working with groups, accessing policies etc, settling in, reading stories, doing the register.

English Week 2 – plan and team teach (with your partner) two lessons Weeks 3 & 4 - plan and team teach two consecutive lessons per week Weeks 5 & 6 - plan and teach two consecutive lessons independently (In planning for the English lessons each week, ensure as far as you are able that you get some experience teaching aspects of Spelling, Punctuation and Grammar (SPaG)

Phonics If in KS2 – visit KS1/Reception and teach three Phonics lessons alongside the experienced teacher (using their planning) If in KS1 – teach at least three Phonics lessons alongside the experienced teacher (using their planning) (These are in addition to the Phonics Directed Task below.)

Maths Week 2 – plan and team teach (with your partner) two lessons Weeks 3 & 4 – plan and teach two consecutive lessons per week Weeks 5&6 plan and teach a lesson/two consecutive lessons independently

Science Weeks 3, 4, 5 & 6 – plan and team teach a lesson each week CS Weeks 3, 4, 5 & 6 – plan and team teach a lesson each week PE Weeks 2 & 3 –shadow a teacher in PE lessons

Week 4, 5 & 6 –team teach a PE lesson alongside the teacher

Foundation subjects

Weeks 4, 5 & 6 – with your partner, plan and teach a lesson

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Appendix 4: Assessment for the Autumn School Experience

Formal assessment for this Autumn School Experience happens at two points:

• Interim Review 1 (IR1) IR1 is a short online questionnaire to gauge progress and engagement at this early stage of the School Experience. A link will be sent via email during week 3 (the link will also be on the mentor webpage). Please complete with your RPT.

• Progress Review 1 (PR1) PR1 is completed in the final week of the School Experience and recorded on the Assessment of Progress (AoP). This is the excel document that records RPT progress and achievement against the Teachers’ Standards through the training year.

• RPTs should follow the Progress Review checklist (appendix 5) to make appropriate arrangements.

• Prior to each Review Point please support the RPT to grade the part standards, using the appropriate Grading Statements (appendix 8).

• During the Progress Review meeting, please consider these grades and the evidence presented to support the grading, and agree a formative grade for each standard. This should be recorded on the AoP.

• Grading should take into account: o The robustness of the evidence as presented on the Evidence of

Progress document o The RPTs verbal contributions during the meeting o The reflective comment for each Standard on the Evidence of Progress o Your professional judgement

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Appendix 5: RPT Progress Review Checklist

During the week prior to the Review Point:

View the guidance video made by Mandy

Download your Assessment of Progress document and save with new filename

Make sure Mentor (and tutor for Progress Review 2 and 3/tripartite) is informed about the process

Organise time and place for Review Point meeting with Mentor. You should ensure: - you have at least 45 minutes for the meeting -there is a quite and private space for the meeting -you have access to a PC/laptop

Make sure your ‘Evidence of Progress’ document is up to date

Grade your standards evidence on your ‘Evidence of Progress” document

Complete a brief reflective comment for each Standard (this will form the basis of your reflective entry)

Progress Review and Interim Review:

With your Mentor (and tutor for PR3), complete the relevant Progress Review/Interim Review. Make sure you have clicked on and are working on the correct sheet (via the tabs at the bottom of the page). You should take into account your standards evidence, as well as outcomes and targets from the previous Review, if appropriate.

Following the Review:

Complete your reflective entry using the reflective comments for each Standard on your ‘Evidence of Progress’ document as guidance.

Following the Progress Reviews, use your reflective comments to complete your Reflective Entry.

Make sure the updated document has the correct filename

Email the updated AoP to the Partnership Office with your tutor copied in.

It is essential that your updated AoP is saved, with the correct file name, in a safe place (NOT on a memory stick).

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Appendix 6: Guidance for Effective Lesson Feedback

For exemplar completed feedback proformas, please see PGCE Mentor support webpages. Lesson feedback starts with agreement in advance of the lesson of the core focus of your feedback. This should be identified by the RPT on the Lesson Observation Summary form and should be related to one of their current professional development targets or areas for development. This keeps the impetus to drive improvement in the areas that need it and it is a constructive way of supporting the RPT. This doesn’t mean that you won’t comment on anything else at all, but it does ensure that they get feedback on the element they have been working on and are not overloaded with too many things to think about. The feedback discussion will be greatly helped by notes made during the lesson. Make sure the RPT has provided a copy of their planning (in whatever format they are using at that time). As you observe, annotate the plan with notes or questions on what you see. These will relate to the identified focus but should also relate to impact on learning, encompassing stronger and weaker features seen. (Making sure you position yourself so that you can see children’s reactions is useful.) These annotations will be a reliable aide memoire to support the post-lesson discussion and allow you to begin to identify strengths and areas for development. If possible, allow the RPT time to reflect a little and formulate their own appraisal of the lesson. They could annotate their own copy of the plan, or just think through their key thoughts in relation to their professional development focus and children’s learning. Separate out any emotional responses to the lesson. Teaching observed lessons can trigger emotional (affective) reactions in any professional and RPTs are as susceptible to this as anyone if not more so. This would mean it should be acknowledged but then put jointly to one side so that the lesson content can be discussed more analytically, or it may mean delaying the feedback discussion until later in the day if the response is particularly significant. Ensure a reflective conversation takes place and not just a filling in of the Lesson Observation Summary form. Feedback is best understood if a dialogue occurs that allows the RPT to construct their own understanding. This means ascertaining the RPT’s views on practice and listening to see how they might confirm your thoughts, surprise you or influence your next comments. It is also an opportunity for you to challenge some of their appraisal and begin to build new perspectives. Start with ‘What did you want the children to learn?’ This is a highly effective question for focusing on the main objective and sharpening thinking around that; it is non-affective and incisive. In general, questions are often a vital part of feedback. For example, the comment “There was poor behaviour during that transition,” makes the RPT a passive recipient, whereas rephrasing this as “What do you think started the poor behaviour during that transition?” means that a dialogue is begun and the RPT is challenged to think. As the conversation evolves, identify points to be recorded on the Lesson Observation Summary, bearing these points in mind:

• Any lesson feedback should comment on the impact made on the children’s learning. This is why we are all here and is a key factor in deciding how successful a lesson has been.

• Be clear and positive about things done well. Two repeated comments that RPTs make are: “My feedback just stated what I’d done; it didn’t say if it was good” and “My feedback only listed the criticisms”. A statement like “The praise in the plenary linked to the objective,” can be transformed

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into approval easily: ‘You added good value to the plenary by linking it nicely to the objective”. RPTs thrive on positive reinforcement.

• If your lesson feedback is specific to the pedagogies and approaches of the subject being taught it is more likely to be helpful to the RPT in developing them as a teacher of that subject.

• Always remember where the RPT is in his/her training. Expectations increase as the RPT progresses through their programme and thus feedback – and targets – should be manageable from the RPT’s starting point.

• Ensure the agreed targets are developmental. i.e. do they articulate what greater proficiency or skills in the identified area look like? Will they help the RPT develop rather than simply tick something off a list?

RPTs are not graded on individual lessons but it is important that the most relevant achievement box at the end of the form is ticked/highlighted. The training process is a transparent one and all parties need to understand what progress is being made, either for reassurance or to ensure no misunderstandings occur. Don’t write up your feedback ‘in best’! As long as feedback is readable and can be understood by others, it can be in note form, use bullet points or include amended bits. It should be done whilst meeting together, as we are not in favour of anything that requires duplicated effort!

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Appendix 7: Extra Support Proforma

EXTRA SUPPORT FORM

RPT Name: School: Date form set up:

Please use this form to record an action plan to support the RPT in boosting performance in specific areas. The Supervising Tutor, Mentor, ITT Co-ordinator or RPT may initiate this form, however, it must always be discussed with the RPT and accessible in their file.

Reasons for raising the form Other context (e.g. external pressures or areas of success)

SPECIFIC TARGET

Related Standard

SPECIFIC SUCCESS CRITERIA FOR RPT TO FOLLOW

SUPPORT ACTIONS FROM OTHERS (e.g. mentor, ITTCo, HT, subject leader)

Review Dates

1.

2.

3.

Name of person completing this form: Position (please highlight):

RPT/ Mentor/ ITTCo-ordinator/ University Tutor/ Programme Director

Please ensure that a copy is sent to the Partnership Office - [email protected]

Review Date: Target

Notes on Progress Reviewed by Is the RPT now making satisfactory progress?

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1 Yes/ No

2 Yes/ No

3 Yes/ No

Result (please circle or highlight):

Form signed off – no further action Revised form needed Move to ‘at Risk of Failure’ category

The wellbeing and health of any RPT is of paramount importance. Our Student Wellbeing department is located in Room 106 (first floor) of the Carrington Building on the Whiteknights campus. They can support students with managing workload, feelings of stress or anxiety and a range of other things. Students are urged to pay attention to their welfare and contact the wellbeing service if necessary. Their webpage is at http://www.reading.ac.uk/internal/counselling/cou-home.aspx

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Appendix 8: Teachers’ Standards Grading Statements for the Autumn Placement

These statements describe the expected standard for an RPT at this early point in their training. Standard 1 - Set high expectations which inspire, motivate and challenge pupils RPTs are able to encourage pupils to participate and contribute in an atmosphere conducive to learning. RPTs show that they have appropriately high expectations, believing that all pupils have the potential to make progress. RPTs are able to develop a rapport with a range of individuals and groups. RPTs demonstrate professional behaviour, respect for pupils and colleagues, and identify and support the ethos of the school.

Standard 2 - Promote good progress and outcomes by pupils RPTs understand how they, as trainee teachers, are accountable for the attainment, progress and outcomes of pupils and take some responsibility for this with guidance from the class teacher. Their planning and teaching of individual lessons demonstrates some understanding of, and provision for, pupil progression taking into account prior achievement. RPTs are able to explain how effective teaching strategies are informed by an understanding of how pupils learn and offer a rationale for choices made in the context of practice.

Standard 3 - Demonstrate good subject and curriculum knowledge RPTs have sufficiently secure knowledge and understanding of the relevant curriculum areas to teach their placement year group effectively. RPTs can plan appropriate learning objectives for the age range they are teaching and with support identify prior and next steps in learning. RPTs are able to use correct subject-specific language in order to help learners develop knowledge, understanding and skills. RPTs recognise the need to extend and update their subject and pedagogical knowledge and have shown the ability and readiness to do so. RPTs demonstrate an understanding of the need to promote high standards of communication, reading, writing and numeracy for all learners and they are beginning to build this into their teaching.

Standard 4 - Plan and teach well-structured lessons RPTs employ a range of engaging teaching strategies and resources. With guidance, RPTs plan individual lessons that are appropriately structured to support pupils in developing their knowledge, skills, understanding, interest and positive attitudes. When teaching, RPTs maintain the pace of the learning and can reflect on how they could adapt their teaching in order to respond to the needs of the learners. RPTs review and reflect on their own planning and teaching to prepare future activities and tasks.

Standard 5 - Adapt teaching to respond to the strengths and needs of all pupils Lesson plans include differentiation to accommodate children who need support and challenge. RPTs are aware of a range of factors that are potential barriers to achievement and are beginning to understand how experienced teachers use a range of strategies to reduce these barriers. With support RPTs begin to deploy these strategies themselves. RPTs show awareness of how children and young people develop and take account of this in their teaching.

Standard 6 - Make accurate and productive use of assessment RPTs demonstrate, through reflective conversations and evaluations, some understanding of a range of formative and summative assessment strategies, designed to support pupils in making progress. RPTs begin to deploy these strategies in lessons, to evaluate the impact of teaching on the progress of learners. RPTs feedback on pupil progress to their mentor with an understanding of the importance of doing so. RPTs mark pupils’ work in accordance with school policy and provide appropriate oral feedback to pupils to help them to make progress.

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Standard 7 - Manage behaviour effectively to ensure a good and safe learning environment RPTs maintain good relationships with pupils and are developing an effective teacher presence. RPTs are aware of the range of strategies that experienced teachers use to promote behaviour for learning. RPTs are able to apply these appropriately, with guidance from their mentor, in the context of the school’s behaviour policy using sanctions and rewards, including praise, in order to create an environment supportive of learning. RPTs recognise that planning appropriate lessons that challenge learners, will contribute to successful behaviour management.

Standard 8 - Fulfil wider professional responsibilities RPTs can build effective professional relationships with colleagues and can work collaboratively. RPTs begin to communicate with support staff. In evaluating their own practice RPTs are able to identify subsequent or ongoing personal professional development targets and identify opportunities to address and meet these targets. RPTs are responsive to advice from more experienced colleagues. RPTs support the ethos of the school and are able to shadow their mentor in activities that support the team or key stage in which RPTs are working. RPTs recognise the importance of communicating with parents and carers in supporting pupils’ achievement and monitoring pupils’ well-being.

Part 2 RPTs relate to pupils in ways that do not cause concern and they respond with acceptance to pupils expressing personal ideas. They also encourage tolerance of unfamiliar ideas in all pupils. They support the school’s ethos and policies by adopting relevant routines and any misjudgements are not repeated. Timekeeping is good throughout the school day and general duties are fulfilled. They begin to contribute to the wider life of the school by attending staff meetings and shadowing playground duty. They are thoughtful and respectful to everyone in the staffroom and throughout other professional encounters. They can articulate the school’s policy for Child Protection and Safeguarding and know what to do when reporting a concern. Dress, language and general demeanour are always of a professional nature.

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Appendix 9: Lesson Planning Staged Support Flowchart

Phase 1

At the beginning of the training programme, RPTs need to understand the purposes and processes involved in planning. Opportunities that could support them to do this are:

• Co-planning short teaching episodes

• The RPT planning a teaching episode and the mentor teaching from their plan

• The RPT teaching from the mentor’s plans Post-teaching, each of these should be followed up with evaluative discussion that makes connections between the planning and the children’s learning.

Phase 2

As they build confidence, they should begin to plan for the lessons they are teaching. At this stage, a high level of detail is necessary to ensure that they can secure children’s learning. This process allows RPTs to anticipate key elements that may be needed in the lesson. This can be done in the following ways:

• Using the UoR Lesson Plan pro-forma (in certain circumstances, an annotated commercial plan is acceptable)

• Using the UoR Slide Planner, with coversheet

• Adapting either of the above Mentors should share Medium Term Planning with RPTs before lesson planning commences, in order for them to understand where the learning sits within the sequence.

Phase 3

As the RPT moves through the programme they may need to record less detail in their planning. RPTs are expected to plan to a level where, typically:

• Children make progress

• Specific needs are taken into account

• Adults are appropriately deployed

• Lesson time is used effectively

• Modelling, questioning and explanations are used well • Assessment strategies are used purposefully

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If achieving as stated above: RPT planning will typically take the format of:

• Annotated school or commercial medium term or unit planning and/or

• Weekly plans and/ or

• Slides as appropriate

If not achieving as stated above: The RPT, mentor and/or tutor may identify the need to increase detail in the planning process by returning to an earlier phase. This should be documented as extra support.

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Notes

Evaluations: Every lesson taught should be evaluated through annotations and formal or informal discussion Formal observations: An observer must be able to access the planning, therefore when a mentor, tutor or moderator is observing a lesson, hard copy planning should be provided.