Secondary PGCE 2019‐20 Mentor Handbook & Guidance
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Secondary PGCE 2019‐20
Mentor Handbook & Guidance
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Content FOREWORD ................................................................................................................................................ 2 THE MENTOR STANDARDS ........................................................................................................................ 3 WHO’S WHO & CONTACT DETAILS ........................................................................................................... 4
University Progress Tutors and Subject Leads ................................................................................... 4 Visits from University Colleagues ...................................................................................................... 4
COURSE OVERVIEW AND ESSENTIAL DATES .............................................................................................. 6 KEY POINTS FOR THE YEAR AHEAD ........................................................................................................... 9
“Provider‐Led/Core” and “School Direct” PGCE ................................................................................. 9 Placement Schedule ........................................................................................................................... 9 Basic Placement Arrangements ......................................................................................................... 9 Teaching Timetables ........................................................................................................................ 17 Weekly Mentor Meetings ................................................................................................................ 19 Formal Lesson Observations ............................................................................................................ 19 Progress Reports .............................................................................................................................. 22
OVERVIEW OF A STUDENT’S PAPERWORK DURING PLACEMENTS ........................................................ 24 The Professional Portfolio ................................................................................................................ 24 The Placement Guidance Booklet .................................................................................................... 24 Subject Knowledge Development Logs ........................................................................................... 24 Student Assignments ....................................................................................................................... 24
EXTRA SUPPORT ....................................................................................................................................... 25 APPENDICES ............................................................................................................................................. 26
Appendix 1 ‐ Extra support .............................................................................................................. 27 Appendix 2 – University Staff Roles ................................................................................................. 30 Appendix 3 – Suggested Sixth‐Form Experiences ............................................................................ 31 Appendix 4 – Questions & Prompts to Move Trainees on .............................................................. 32 Appendix 5 – Record of Weekly Mentor Meeting ............................................................................ 34 Appendix 6 – Formal Lesson Observation Form............................................................................... 37 Appendix 7 ‐ Observation + Feedback Guidance for Non‐Mentors ................................................ 42 Appendix 8 – Exemplar Report Statements ..................................................................................... 43 Appendix 9 – Roles and Responsibilities .......................................................................................... 45 Appendix 10 – Video Consent Request Forms etc. .......................................................................... 50
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FOREWORD
Welcome to another year of PGCE mentoring and thank you in advance for hosting our PGCE student(s). If you are new to mentoring within our Partnership – a special welcome!
The PGCE course is structured around the idea of learning from experience, meaning that the crucial source of learning for the trainees, is their classroom teaching experience. The Mentor’s job is to assist in that process while considering that trainees do not start as blank slates… Firstly, they may well have strong ideas about what teaching is about, stemming from their own experience of being taught for 20,000 hours or more. As such, they will tend to use the advice and experience that reinforces their existing ideas about teaching, and reject much of the rest! Secondly, learning from experience does not mean that there is no place for theory. Theory helps them make sense of their experiences, especially when things don’t go as planned, and can also be the creative spark for solving their own problems and dilemmas!
All teachers completing their initial teacher training are assessed against the Teachers’ Standards, formally published in May 2012. These standards also apply to newly qualified teachers (NQTs) and more experienced teachers alike.
For the full guidance booklet please visit: https://www.gov.uk/government/publications/teachers‐standards
Newcastle University, as an accredited provider of ITE, is accountable and responsible for making the professional judgement as to whether each student teacher has demonstrated the range of skills, knowledge, understanding and values required to be recommended for QTS at the end of the programme.
The statements in the guidance set out the minimum standard that can reasonably be expected of the trainee teacher at the point of recommendation for the award of QTS. All trainees recommended for the award of QTS must meet all the standards at least at this level. This is a demanding standard in itself; nevertheless, in order to achieve continued improvement in the quality of teaching, the target should be to achieve good or better outcomes.
The Teachers’ Standards are not graded. However, for the purposes of quality improvement, and in the context of the inspection of ITE, providers are required to grade trainees. We use the guidance drawn up by UCET/NASBITT as the basis for our judgements about trainees. We will be using a set of progress descriptors for each of the eight teaching standards in Part One of the Teachers’ Standards (T1‐T8). These descriptors set out for each standard (T1‐T8) typical characteristics for four graded levels of achievement:
• Developing (4)
• Achieving (3)
• Demonstrating a Good level of achievement (2)
• Demonstrating a High level of achievement (1)
Part Two of the Teachers’ Standards (PPC) relates to personal and professional conduct. Trainees embarking on a programme of ITE will have demonstrated that they possess the required attitudes and behaviours as an element of the selection process. No matter which route to QTS they follow all trainees are expected to demonstrate high professional standards from the outset. For that reason the guidance on the standards in Part Two, for PPC, are not graded – this is simply a pass/fail choice.
For further details about the assessment process, please refer to the Meeting the Teachers’ Standards booklet.
Course administration is overseen by Lois Hodkinson, who will be able to help set up your login for the online report system, and will also send out notices re training sessions and other relevant information regarding the PGCE programme during the year. Please ensure that emails from [email protected] AND [email protected] are checked routinely. Lois can also be reached by phone: 0191 208 6526.
This handbook and other relevant documentation is available to download from:
http://www.ncl.ac.uk/ecls/study/postgrad/teacher/secondarypartners/
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THE MENTOR STANDARDS
We see the role of the School‐Based Mentor as central to a student teacher’s successful development. There is an expectation that you will be aware of the Mentor Standards, guidance published by the DfE in 2016, which is summarised below:
Mentor Standard 1 ‐ Personal qualities
Establish trusting relationships, modelling high standards of practice, and empathising with the challenges that trainees face.
Mentor Standard 2 – Teaching
Support trainees to develop their teaching practice in order to set high expectations and to meet the needs of all pupils.
Mentor Standard 3 – Professionalism
Induct the trainee into professional norms and values, helping them to understand the importance of the role and responsibilities of teachers in society.
Mentor Standard 4 – Self‐development and working in partnership
Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships.
A full copy of the document can be found here: http://bit.ly/MentorStandards2016
We ask that all Mentors and Professional Tutors complete a quick self‐evaluation each year to keep our records up to date and act as a quick reminder of the key mentoring roles a school‐based member of the team fulfils. This will be completed using the online report system and further instructions will be sent in an email from Lois Hodkinson in due course.
To support schools and their mentors, we run Professional Tutor / Mentor training sessions, both online and in person, throughout the year. We would ask that you please make every effort to attend one of these sessions at an appropriate point during the year.
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WHO’S WHO & CONTACT DETAILS
University Progress Tutors and Subject Leads A team of University Progress Tutors each take responsibility for a group of 20‐30 tutees, comprising both Core and School Direct PGCE students from any subject specialism.
University Progress Tutors are the first line of contact for matters relating to student teacher progress. Lois Hodkinson is the contact point for all other administrative matters.
We also have a team of Subject Leads for our Core Subjects (Math’s, English, Science, MFL and Geography) who lead and deliver subject specific input and subject knowledge development in their respective subject areas at the University. Both Subject Leads + Progress Tutors may be involved in school visits and lesson observations. Fiona Hepton, WBHS, delivers English subject input. Subject support for all non‐English and non‐CORE subjects will be organized by your LEAD school
Co‐Directors of Secondary ITE & Progress Tutors
Kim Cowie [email protected] 0191 208 6382
Jon Haines [email protected] 0191 208 6597
University Progress Tutors
Haley Hands [email protected] 0191 208 6597
Roger Knill [email protected] 0191 208 3525
PROGRAMME SECRETARY FOR SECONDARY PGCE
Lois Hodkinson [email protected] 0191 208 6526
Subject Leads
English Fiona Hepton
Geography Roger Knill
Mathematics Haley Hands
Modern Languages Lynne Kay
Science Jon Haines (Main Science Lead & Biology) Andy Gray (Chemistry) Miles Hudson (Physics)
Other Subjects “School Direct Plus” / SD+ Kim Cowie
The roles of the Progress Tutors and Subject Leads are provided in Appendix 2 – University Staff Roles.
Visits from University Colleagues Across the PGCE year, students will be visited in school by their Subject Lead.
Each student will receive three visits from their Subject Lead during the year; one of which could be a videoed lesson. Visits will have a subject pedagogy/subject knowledge focus and will include lesson observation. Across the PGCE year, the University Progress Tutor may also make school visits to their tutees, if appropriate, these visits will have a professional development focus, and may include observation of a lesson taught by the student.
Every effort will be made to give adequate advance notice of the University visit, and in all but exceptional circumstances at least 24 hours’ notice should be given to the student, Subject Mentor and Professional Tutor.
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Where possible, we would like to undertake a joint lesson observation and subsequent debriefing alongside the Subject Mentor / regular class teacher, providing an opportunity to share the experience of mentoring between university and school colleagues.
COURSE OVER
VIEW AND ESSEN
TIAL D
ATE
S
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Figure 1 ‐ Yea
r Overview for Studen
t Teachers
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Secondary PGCE
Figure 2 ‐ Key Dates
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KEY POINTS FOR THE YEAR AHEAD
“Provider-Led/Core” and “School Direct” PGCE Our cohort of PGCE students comprises two groups: those who were recruited directly by the University (Core / Provider‐Led PGCE students) and those who were recruited via the School Direct route (SD PGCE students). Both groups work together on university based days in progress tutor groups and in subject groups.
Placement Schedule As shown in
Figure 1 ‐ Year Overview for Student Teachers, Page 7, there are normally 2 placements – the First “Short” Placement between Sept and December, and the Second / Final “Long” Placement between January and June.
Figure 2 also illustrates the typical placement pattern. During the “blue” weeks leading up to each teaching phase (shown in red), Monday‐Thursday are designated as school‐based days, and provide an opportunity for the trainee teacher to observe teaching, begin to experience the role of a teacher and find out about the school’s policies, practices, procedures, people and places.
Please note that SD colleagues may have a slightly different placement schedule.
Figure 3 provides information and key dates for Professional Tutors, Subject Mentors and Student Teachers.
Basic Placement Arrangements
SUBJECT MENTOR CONTRIBUTION
Subject Mentors are asked as a minimum to ensure the following:
EXPECTED FORMAL RECORDS
First Placement (Term 1) Long Placement (Term 2 and Term 3)
Formal Lesson Observations
One per week One per week
Records of Weekly Mentor Meetings
One per week One per week
Progress Reports PPC 1 Term 1 progress report
PPC 2 Term 2 progress report Term 3 progress report
Provide access to the school building, department and facilities etc. to enable the trainee to undertake their placement effectively. This includes access to the computer system, photocopier, classrooms, standard and shared resources etc;
Provide a suitable observation schedule for trainee teacher to observe effective practice within and beyond
Provide a teaching timetable for the trainee teacher for the “red” phase of the placement, at least 1 week before teaching commences, and in line with the guidance provided;
Formally observe one lesson per week and provide an opportunity for a meaningful debrief (in addition to the usual Mentor Meeting)
Schedule a timetabled, regular, weekly Mentor Meeting to discuss and review progress;
Complete PPC and end of term Summative and Formative Reports as requested.
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MENTORING
The principal aim of mentoring is to help the trainee function as a classroom teacher. Expect your trainee to need strategic help with planning. Try to devote one formal observation/ mentoring session to planning and give the trainee feedback on their planning. Pinpointing developmental needs at an early stage can save time and confusion later. Try to use the trainee’s Professional Portfolio and/ or lesson observations and evaluations as an initial focus for each mentoring session and a way of keeping yourself informed of their progress.
THE MENTORING ROLE
There are several ways in which Mentors can assist trainees at different stages in the learning cycle. Part of the skill of mentoring is in knowing what is the most appropriate role to adopt at a particular moment with a certain trainee. Here are some examples:
GIVING INFORMATION
•There is a lot that can be covered simply by passing on information about the school and department such aspolicies, procedures, syllabuses and resources.
INSTRUCTING
•If trainees are struggling with a certain aspect of their craft or performance skills, you may help them verydirectly by saying ‘Try this....’.
MODELLING
•They can learn much from having their attention focused on how you (or other teachers) do something such assupervising pupils’ entry into the room, encouraging pupils to give extended verbal responses, scanning theroom etc
REFLECTING BACK
•The mentoring process is built around feeding back to trainees, information about their classroomperformance. Sometimes this can be a very powerful way of changing their actions e.g. by informing them that75% of their questions were directed to boys, or that they said ‘Er’ seventy times. However, feedback is possiblya rather misleading term – actually the process should be called ‘feedforward’ since the emphasis is reallyabout how to change future practice.
ANALYSING
•In mentoring sessions, you may need to help trainees get to the root of an issue or a problem. If for example atrainee is running into continuous problems with individual pupils finishing work well before others, creatingthe need for extension tasks, it may be necessary to look at the nature of the tasks, the instructions given, thequality of the work produced or even the style of teaching in the process of helping them find a solution.
ASSISTING PLANNING
•Sometimes a trainee may be able to pinpoint a weakness that they wish to address, but they cannot find theway forward to changing their teaching. You may be able to help by planning a lesson with them, getting themto explain their intentions systematically, and finding places where you can engineer a change.
CHALLENGING
•Once trainees have got their lessons running smoothly they may get complacent and you may need to “getthem off the plateau”. This can be done effectively by: videoing them and asking them to identify strengths andareas for improvement; challenging them to teach in a different style (enquiry‐based learning perhaps?);probing the quality of thinking behind their objectives and planning; getting them to set targets for individual,or groups of, pupils. This is more likely to be the case on the long teaching placement.
LISTENING AND TALKING AS A FRIEND
•Learning to teach is not just a technical matter. It is a personal and emotional process. Sometimes trainees’interests are best served by listening to their thoughts and feelings about teaching, education, schools, or theirperformance, and responding as a supportive friend.
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CHANGES IN MENTORING AS TRAINEES PROGRESS
As the placements progress, and as the trainee becomes more accomplished, the nature of the mentor and trainee relationship may change from mentoring to more of a coaching role:
• The mentoring process should become more directly focused upon the Teachers’ Standards.
Whilst the first placement tends to focus on beginning to develop an understanding of your subject
and how it is learned, lesson planning and classroom craft skills; increasingly, as trainees progress,
there is the need to demonstrate achievement of all of the Standards;
• There is an expectation that the trainee will take more responsibility in driving the process as they
identify Standards that they have not fully achieved, or areas of practice they have prioritised
for improvement in order to demonstrate a good or high level of achievement. Where the
trainee does not take responsibility, the Mentor may need to find ways of challenging their
thinking;
• Lesson observations may become more focused and structured, rather than general. The trainee
should begin to take the lead in choosing the focus for observations and feedback;
• There is a growing emphasis on developing a range of teaching approaches which encourages
moving the trainee out of their comfort zone.
The overall aim is to establish a continuing forum for discussion, which encourages reflection and self‐ evaluation on the part of the trainee, leading to the development of the skills and standards expected of all newly qualified teachers. However, the process is still essentially a formative one, concerned with helping the trainee to make progress through critically reflecting on experience.
FURTHER HELP ON DEVELOPING AS A MENTOR
There are two documents that we recommend to those who wish to further their skills and understanding of the ways of a Mentor and Coach:
• A Guide To Effective Mentoring (2008) http://bit.ly/EffectiveMentoring
• Coaching For Teaching & Learning – A Practical Guide For Schools: http://bit.ly/Coaching4TandL
PROFESSIONAL TUTOR CONTRIBUTION & THE ROLE OF THE PROFESSIONAL TUTOR
The Professional Tutor is responsible for the coordination of ITT within the school and for ensuring
that trainees settle into the school prior to teaching.
The Professional Tutor is responsible for ensuring a School Based Professional Development
Programme is delivered to trainees during the placement. The programme will address and extend
the trainees’ understanding of generic educational issues. The content of the programme must link
in well to University–based components. The PT should also provide opportunities to discuss wider
educational concerns.
The Subject Mentor should receive a copy of the School Based Professional Development Programme
to ensure continuity of mentoring. It is important that trainees make links between the generic
programme and practical classroom experience. Theory and practice should not be seen in isolation.
The Professional Tutor should observe the trainee at least once per term within the placement. Ideally
a joint observation with the regular class teacher / Subject Mentor should take place for quality
assurance purposes. Joint mentoring is also seen as good practice.
The Professional Tutor is responsible for ensuring that all Subject Mentors have received appropriate
training from the University and that they attend subsequent training sessions and meetings as
appropriate. In the case of class teachers who have not received training, as part of CPD the PT is
advised to draw their attention to the guidelines set out in Appendix 7 ‐ Observation + Feedback
Guidance for Non‐Mentorssee ‘Guidance for Observation and Feedback for non‐ Mentors’. The SM
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may wish to alert the PT to the need to provide INSET to develop mentoring skills for non‐mentor
class teachers.
The Professional Tutor is responsible for ensuring that all trainees receive their entitlement of a
minimum of one hour of subject mentoring per week.
As an example of best practice the PT should meet with trainees during their teaching placement,
on a weekly basis, to discuss progress; this is normally done as a joint meeting for all trainees.
The PT should also meet formally with Subject Mentors at least once per term in each placement. This
is to review the progress of the trainees in their care and to review the mentoring process.
Issues arising which prevent effective subject mentoring from taking place, such as time not being
made available for mentoring purposes or concerns regarding the conduct and progress of a trainee
should be reported to the PT promptly. It is therefore also important that the SM and PT communicate
on a regular basis.
The completion of the written reports on trainees is the joint responsibility of the PT and SM. The
PT should offer support and guidance on this, as appropriate, and oversee the quality of reports
written by the SM.
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SCHOOL‐BASED PROFESSIONAL DEVELOPMENT DURING TERM 1
Professional development provision before and during the first assessed teaching placement is to concentrate upon:
Core / SD school based professional development provision before and during the first assessed teaching placement will concentrate upon the following areas:
‘Know your class’. Meeting the needs of all pupils & different groups of learners (TS1‐6);
Teacher – learner dialogue including questioning (TS2 –TS6);
Whole school approaches to literacy & numeracy (TS3);
Learners for whom English is an Additional Language (TS5);
SEND – personalisation/individualisation including use of IEPs (TS5);
Child protection/safeguarding including bullying and e safety (TS1 & PPC);
Strategies and policies regarding behaviour, safety and engagement (TS7);
Whole school and departmental assessment procedures including the use of data to enhance pupil progress (TS2 & TS6);
Health & safety in the workplace (PPC);
Professional conduct expectations (TS8 & PPC);
Provision of Spiritual, Moral, Social, & Cultural education (TS4);
Use of support staff, teaching assistants & other colleagues (TS8).
TS1, TS2, TS3, TS4, TS5, TS6
To be able to plan, teach and evaluate sequences of successful lessons as part of a coherent curriculum across ALL available Key Stages;
TS1 + TS7
To make progress in understanding and managing behaviour and ensuring pupils’ well‐being;
TS1, TS2 + TS6
To develop skills & strategies for assessing pupil progress across all available Key Stages;
TS4, TS88 + PPC
To actively demonstrate appropriate professional attributes & conduct
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SCHOOL‐BASED PROFESSIONAL DEVELOPMENT DURING TERMS 2‐3
All trainee teachers have the following overarching aims during the final assessed teaching placement:
TS2, TS3 + TS4
To be able to plan, teach and evaluate sequences of successful lessons as part of a coherent curriculum across ALL available Key Stages;
TS1 + TS7
To be able to create positive environments for learning which ensure pupils’ wellbeing and positive behaviour;
TS2, TS5 + TS6
To be able to accurately assess and report pupil progress to enable effective differentiation;
TS8 + PPC
To actively demonstrate appropriate professional attributes and make a positive contribution to the life of the school more widely.
Core / SD school based professional development provision before and during the final assessed teaching placement will therefore concentrate upon the following areas:
Experience as a form tutor (TS1 and PPC)
Bullying and e‐safety (TS1 and PPC)
Planning for progress – differentiation, challenge and target setting (TS2, TS4 and TS6) with a particular emphasis on ‘Unseen children’ (Ofsted 2013)
Equality, diversity and community cohesion, including British Values and PREVENT awareness (TS2 and TS5, TS7, TS8, PPC)
Communicating with parents/carers (TS5, TS8 and PPC)
Provision for individual needs with particular regard to disability, EAL and high attaining pupils (TS5)
Multi agency working especially for those at risk of ‘exclusion’ (TS8)
Assessing, recording and reporting pupils’ progress including ‘marking’ policies and expectations (TS2 and TS6)
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UNIVERSITY‐BASED PROFESSIONAL DEVELOPMENT FOR TRAINEES
In addition to the subject‐based sessions, to support the work undertaken in schools, University‐Based provision before and during the first and second assessed teaching placements will also focus on:
TERM 1
•National Curriculum and examination requirements – an evolving picture (T3)
•Foundations of lesson planning – individual and more medium term planning (T4)
•Introduction to subject pedagogy; forms of knowledge and teacher repertoire (T3)
•Challenge and differentiation ‐ addressing diverse learning needs (T2 and T5)
•Intro to SEN legislation; range of SEN/D that might exist in mainstream school setting + related teaching strategies / interventions (T1 + T5)
•Methods of lesson evaluation and reflection, including the use of video‐recording (T4 and T8)
•Collaborative learning and Thinking Skills (T5)
To be able to plan, teach assess pupils and evaluate successful lessons across all available Key Stages
•Behaviour, safety and engagement (T7)
•SEND and student well‐being
To make progress in understanding and managing behaviour and ensuring pupils’ well‐being
•Challenge and differentiation ‐ addressing diverse learning needs (T2 and T5)
•Assessment for learning and the use of pupil data (T1 and T6)
To develop skills & strategies for assessing pupil progress across all available Key Stages
•Transition issues and challenges (T2 and T6
To actively demonstrate appropriate professional attributes and conduct
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TERMS 2‐3
To be able to
•Behaviour, safety and engagement (T7),
•SEND and student well‐being,
•Diversity (TS2, TS5, TS7, TS8 & PPC)
•British Values (T7, T8
To make progress in understanding and managing behaviour and ensuring pupils’ well‐being
•Challenge and differentiation ‐ addressing diverse learning needs (T2 and T5)
•Assessment for learning and the use of pupil data (T1 and T6)
•Diversity, Inclusion
•PREVENT/An awareness of "British Values" (T1, T2, T5, T7, T8 and PPC),
•Well‐Being
To develop skills & strategies for assessing pupil progress across all available Key Stages
National Curriculum & post 16 changes including forms of assessment (TS3, TS4, TS6)
Collaborative learning and Thinking Skills (T5)
Planning sequences of lessons (T4)
Literacy & Numeracy strategies (T3)
Applying for jobs.
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Teaching Timetables During both Placements, student timetables should reflect a reasonable range of pupil ages and abilities across all Key Stages. In a school with post‐16 provision, this SHOULD include teaching contact with Key Stage 5, as agreed in the Partnership Framework. For further guidance, please see suggested additional 16+ experiences in Appendix 3 – Suggested Sixth‐Form Experiences.
We recognise that timetables in different subject areas will vary in terms of the total number of pupils taught, or the number of lessons which are repeated across classes. Professional tutors are asked to moderate the timetables across subjects to ensure equality of experience, while taking this inherent variation into account.
It would be helpful if students could have their teaching timetables for the placement as soon as possible, and no later than 1 week in advance of their teaching commencing. This will enable the student to contact the regular class teacher, and obtain the necessary guidance, direction and resources, to plan and prepare for teaching these classes following the half‐term break.
Teaching Load includes:
Solo whole class teaching;
Team teaching with partner or with experienced teacher;
Small group teaching;
Planned, taught and assessed intervention work.
Teaching Load does not include: Mentoring sessions; Sessions with professional tutor; Research time for assignments; PPA time; Form Tutor time; Break duty.
STUDENT TIMETABLES ON FIRST PLACEMENT
Please note these guidelines are based on the Core PGCE model of one short placement in school A, followed by a long placement in school B. This model may vary in some School Direct contexts; timetables may need to be adapted accordingly. Where necessary, schools in this position should consult with their Lead School to establish an appropriate way forward.
The following table illustrates the expected teaching load on first placement, assuming a four day week (Monday to Thursday). The actual number of lessons is calculated as between a third and a half of a four day timetable.
School timetable PGCE Teaching Load Minimum PGCE Teaching Load Maximum
30 lessons per week 8 lessons per week 12 lessons per week
25 lessons per week 6 lessons per week 10 lessons per week
50 lessons per 2 weeks 12 lessons per 2 weeks 20 lessons per 2 weeks
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GENERAL GUIDANCE ABOUT STUDENT TIMETABLES DURING THE FIRST PLACEMENT
At least half of the timetable for first placement should be solo whole‐class teaching.
Most of the student’s timetabled commitments should be within their subject area.
Subject teaching could be slightly reduced to take account of other specific teaching commitments
such as teaching groups with special needs and PSHE lessons.
Students are expected to participate in some teaching during the “blue” phase of their placement.
Such arrangements should be mutually agreed in accordance with individual student’s professional
development priorities and targets in preparation for the teaching phase of their placement starting
after the half‐term break.
It is expected that all students will have the opportunity to work alongside a form tutor.
STUDENT TIMETABLES ON LONG PLACEMENT
Again, these guidelines are based on the Core PGCE model of one short placement in school A, followed by a long placement in school B.
The following table illustrates the expected teaching load on long placement and assumes a five day week. The actual number of lessons is calculated as between half and two thirds of a NQT timetable.
School timetable PGCE Teaching Load Minimum PGCE Teaching Load Maximum
30 lessons per week 13‐14 lessons per week 18 lessons per week
25 lessons per week 11‐12 lessons per week 15 lessons per week
50 lessons per 2 weeks 22‐23 lessons per 2 weeks 30 lessons per 2 weeks
GENERAL GUIDANCE ABOUT STUDENT TIMETABLES DURING THE LONG PLACEMENT
To aid the processes of planning, reflection and study, in most cases students will build up to the
suggested maximum (two thirds of a NQT timetable) over the eleven week placement;
Most of the student’s timetabled commitments should be within their subject area;
Subject teaching might be slightly reduced to take account of other duties e.g. special needs work,
games, PSHE activity;
All students should have the opportunity to work alongside a form tutor;
Students are expected to participate in teaching during the “blue” phase of their placement. Such
arrangements should be mutually agreed in accordance with individual student’s professional
development priorities and targets and according to their commitments for completing M2
(Developing Critical Perspectives on Teaching Thinking Skills);
Student timetables should reflect a reasonable range of pupil ages and abilities across all Key Stages.
In a school with post‐16 provision, this SHOULD include teaching contact with Key Stage 5, as agreed in
the Partnership Framework. For further guidance, please see Appendix 3 – Suggested Sixth‐Form
Experiences
As before, we recognise that timetables in different subject areas will vary in terms of the total number of pupils taught, or the number of lessons which are repeated across classes. Professional tutors are asked to moderate the timetables across subjects to ensure equality of experience, while taking this inherent variation into account.
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Weekly Mentor Meetings ONE HOUR, TIMETABLED MEETING, PER WEEK!
The mentoring process during each teaching placement typically involves Mentor and trainee in the regular weekly cycle of planning, observation and review of the trainee's teaching and progress. The aim is to establish a continuing forum for discussion, which encourages reflection and self‐evaluation on the part of the trainee, leading to the development of the skills, and standards expected of all newly qualified teachers.
Weekly mentor sessions should begin at least 4 weeks prior to the teaching phase of the placement commencing, which means that students can expect to have four mentor sessions on the lead‐up to their teaching, setting goals and targets to help focus their efforts in preparation for teaching. In these early stages, feedback from Subject Mentors on the early impression made by the student can also be very useful identifying appropriate targets which can be incorporated and reviewed in future Mentor Meetings.
We would prefer if minutes of Mentor meetings could be done online on the Online Reporting System: https://placements.ncl.ac.uk/accounts/login/?next=/. If this is not possible students, have been issued multiple copies of our standard Weekly Mentor Meeting Minutes form – see Appendix 5 – Record of Weekly Mentor Meeting. A record should be completed for each mentoring session and uploaded, by the student, onto the Online Reporting System. Both Subject Mentor and student have a responsibility for ensuring that the record is complete and accurate and they can each access a copy. Please do not do both paper and online versions.
Students will assume responsibility for establishing and maintaining a Professional Portfolio over the course of the PGCE year. The Professional Portfolio will contain an Evidence Log, including subject development, which is a significant and important “active” document, separate from the day to day “teaching file”, which should be reviewed weekly and used to help guide conversation about the progress made towards achieving the Teachers’ Standards. Further information about the contents of the Professional Portfolio can be found on Page 23: The Professional Portfolio.
Mentoring in this way has the advantage of encouraging trainees to reflect on their teaching and offer their own evaluation of a lesson in order to formulate future strategies. It is very important that trainees develop the habit of analysing their teaching so that they understand the factors that influence it. At the same time it encourages a collaborative relationship between trainee and Mentor by allowing mutual agreement on target setting.
Please note: In the first half‐term of Term 1, we would ask that one of those sessions is specifically dedicated to discussion of what constitutes effective teaching in your subject. This is to help students with their M1 assignment.
Formal Lesson Observations ONCE PER WEEK!
We would prefer if Lesson Observation records could be done via the Online Reporting System: https://placements.ncl.ac.uk/accounts/login/?next=/ We also encourage mentors to record their lesson observations online if possible, which allows university mentors keep a track of trainee developments. However students will provide Mentors with multiple copies of our standard formal lesson observation schedule – see copy in Appendix 6 – Formal Lesson Observation Form. We also encourage mentors to record their lesson observations online if possible, which allows university mentors keep a track of trainee developments.
Please note that the final page should ALWAYS be completed for all formal lesson observations; both student and Subject Mentor should file a copy of all formal observations forms, including the final page, if these are not on the online reporting system. This is most important because the final page directly evidences level of success in achieving Teachers’ Standards and informs subsequent mentor meetings when targets and planned actions will be agreed.
It is not intended that you should observe trainees in order to rate them against a set of pre‐ determined categories. Instead you are asked to record your observations of the lesson on the Lesson Observation Schedule provided and use these notes as the basis for discussion with the trainees in the post lesson debrief and weekly mentoring sessions. The aim is to encourage trainees to reflect upon and evaluate their teaching,
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and engage in the process of action planning/target setting with respect to the development of their teaching skills. Your account of the lesson, together with the trainee's response, is central to this process. A fundamental principle of the course is that the trainees learn from experience, and if they do not develop the ability to analyse and critically reflect on their teaching, they will not make best use of their classroom experiences.
THE DESCRIPTIVE OBSERVATION
Our standard lesson observation schedule invites the observer to write a narrative account of the lesson as it unfolds and to write down questions for the trainee teacher to consider. The QTS Standards provide many reminders about what you might look for to write a narrative account. The following might also be useful:
• Description of conditions at the beginning of the lesson ‐ all the books out, diagram and
instructions on the board, teacher at the door, room cold etc
• Noting times when new activities started/finished or how long things took
• Writing down dialogue for short periods, such as what the trainee actually says, what pupils
actually say in response
• Features of the body language and movement of the trainee ‐ smiles, moves into the body of the
room, delivers from the back of the room, uses hands to emphasise etc.
• Indications of pupil behaviour ‐ listening, working/not working, turning round, out of seat etc.
• Indications of pupil response ‐ enthusiastic or lethargic, how many hands went up etc.
• Use of pupil names ‐ perhaps list how many names are used
• Repeated words ‐ perhaps record how many times the trainee uses a “filler” word (OK, Right, Err,
Sssh) if you think it is distracting
• How the lesson was concluded
• What happened ‐ don’t ignore this in the pursuit of all the above!
Your description is highly influenced by what you think is significant. It is very valuable to compare your descriptions with other Mentors, from time to time. To reiterate the point about description rather than judgement, it might be more appropriate to write "The bell went while you were still explaining and none of the books had been collected" rather than "The lesson end was a real disaster". Similarly it might be better to write "you used the words democracy, inequality, segregation and apartheid with this Year 8 group, were these words accessible?" than "Your language was inappropriate, they didn't have a clue what you were on about ‐ it's just as well that they are a nice group." However, we do accept that many trainees are desperate to be told how they are doing. So please feel free to offer some immediate oral feedback at the end of the lesson to meet this need.
After the lesson, it can be useful to give the written lesson account to the trainee to allow them to ‘write back’ their response to what you have written prior to the debrief. In doing so they can give their account of their planning and actions and this can enable them to come to understand why the lesson unfolded as it did.
THE STRUCTURED OBSERVATION
Structured observation allows the observer to focus on particular behaviours or features of the lesson, once these have been identified as a possible issue. This can provide clear‐cut evidence for discussion about specific standards and targets. Mentors and trainees may decide to use structured observation during the first placement although there is no pressure to do so. Most structured observation tends to be done in the long teaching placement once the trainee has developed a greater understanding of their areas for development.
POST‐LESSON DISCUSSION ‐ THE DEBRIEF
The aim of this is to get the trainees to talk about, and evaluate, their teaching. Try and use lesson observation notes to focus discussion, but this is not always easy! Some of you may be more experienced than others in conducting this type of discussion as a result of mentor, coaching and appraisal training. The process should enable the trainee to identify the main strengths of the lesson and evidence of progress in professional development, also areas for further progress. A set of words which sum up this process might be:
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“What?” – “So What?” – “Now What
It is important to avoid playing "Guess what I am thinking?” to be open‐minded about alternative points of view, and sensitive to the trainee's inexperience. The trainee's own account of the lesson should give you valuable insights into the thinking behind the lesson and the thinking that informed their actions as it unfolded. It is important that you allow enough space to the trainee to bring this out in the session. Although you may see things that you think are weak, you need to get an insight into why things occurred. Without this insight it can be hard to initiate change. You want to avoid the trainee becoming too defensive. It is also worth noting that some characteristics are rooted in personality, which we cannot change easily.
POSSIBLE OPENING GAMBITS
You may wish to open by giving them some confidence by saying that you liked the lesson (if you did). Be careful about saying good things if you think the trainee has such serious shortcomings that they may not make a satisfactory teacher. Possible openings:
• What do you feel were the successes of the lesson?
• You have written here that you wanted to use their knowledge of the topic ‐ can you tell me how
you planned to do that?
• You are very critical of the lesson start, what bothered you and why do think that it happened? OPENING UP YOUR KNOWLEDGE
One of the purposes of the session may be to make your knowledge of teaching available. They should not be trying to copy you slavishly ‐ to become a clone! However there may be aspects of your teaching skills that you can describe, explain or offer to model for them ‐ so that they can consciously incorporate those into their own teaching. This might include, for example, strategies for gaining whole class attention; extending activities for more able/faster pupils; managing resources in the classroom.
DEFENSIVE TRAINEES
You may find that the trainee seems to have been in an altogether different lesson, in which case your approach will have to be modified. The trainee may give the impression that he/she feels that everything was okay, or that any problems were down to the pupils, the Department, the School, the NC, the weather, etc!
It would be appropriate here to focus on an incident or event and probe. "I want to talk about the moment when you........." It may be necessary to make the trainee feel a little uncomfortable. It may be necessary to bring up a small piece of evidence "Were you aware that you only asked questions of the pupils in the front two rows?" or "Did you realise that the pupils had probably never come across that term before?" Thankfully many trainees will not need these issues so heavily signposted.
DRAWING CONCLUSIONS
It is hoped that a conclusion to the lesson can be framed in terms of evidence of progress in professional development terms and areas for further progress. It is important to set aside time at the end of your session to do this and to complete the final observation sheet. Areas for further progress will be translated into targets. It is anticipated that target setting will take place on a weekly basis, and will draw on feedback from lesson observations.
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Progress Reports There are two types of report completed on each placement, one simple, early stage review of the trainee’s Personal and Professional Conduct (PPC), and the “End of Placement Report”.
All formal reports are completed using the Online Reporting System (https://placements.ncl.ac.uk/accounts/login/?next=/ ). You will be sent separate instructions on how to access and complete these.
PERSONAL AND PROFESSIONAL CONDUCT 1 (PPC1 AND PPC 2)
PPC Reports are completed after the first 2‐3 weeks of the placement have been completed – you will be reminded at the appropriate date and time to use the online report system to complete this. They are used to report only on PPC. In the vast majority, if not all, cases, the report will simply confirm that the student has settled in well and is getting on with the job of learning to teach in a professionally appropriate way. If needed, the report will function as an early warning system, alerting the University to possible cause for concern.
END OF PLACEMENT REPORTS
These reports are completed at the end of each term/teaching phase: December, March and June and are identified on the Online system by the respective Term number:
The process of reporting progress is as follows.
It is expected that the process will be student initiated (although please feel free to encourage the
process to start in time for you to have a meaningful conversation and write the report in time for the
deadline).
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At each of the three progress review stages in the year (the end of each Term), students are required
to self‐assess, based on the progress descriptors for each Standard, and provide a complete Evidence
Log/Diary which allows them to thoroughly discuss and illustrate their understanding of and progress
in achieving the Teachers’ Standards. This is done through a combination of dialogue and the
presentation of evidence accompanying a review of four of the Formally Observed Lessons during each
teaching block preceding the end of term. Further detail about the format of this evidence can be
found in the separate document – Meeting the Teachers’ Standards.
The actual grades for each Standard that appear on your written report alongside the written feedback
regarding strengths and areas for development should be based on your discussion with the trainee
and the evidence presented at that meeting. This dialogue is in integral part of the assessment process,
students should be encouraged and expected to talk through how well they think they have achieved
each Standard and based on what evidence. Please note the actual grades are then decided upon by
you, the mentor, using your professional judgement – you MUST share these with the trainees and
they should therefore not come as a surprise during the University Progress Tutorial.
Particular strengths and achievements for each of the Standards, in support of the agreed grade, are
included in the report alongside areas to prioritise during next stage of training.
Term 3 (Final) Progress Report
At the end of the long placement, the final T3 report leads to professional development priorities for
the NQT year. These statements are used to develop a Career Entry Profile letter which is sent to the
Headteacher of the trainee’s employment school.
Overall Grade judgements made by the University during the final Progress Tutorial are made
according to the following rubric, please bear this in mind when completing the final End of Placement
Report:
Level Of Achievement Formula for establishing Final grade ‐ Final Progress Tutorial at/after May Against Standard 1/2 term.
1. HIGH Normally: At least 4x Grade 1s including Standard T2, all others at Grade 2. + Professional Judgement of Progress Tutor taking into account the quality of evidence seen.
2. GOOD Normally: At least 4x Grade 2s Including Standard T2, all others no less than Grade 3. + Professional Judgement from Progress Tutor taking into account the quality of evidence seen to date.
3. ACHIEVING Normally: All Grade 3 or better but <4x Grade 2. + Professional Judgement of Progress Tutor taking into account the quality of evidence seen to date.
4. DEVELOPING 1 or more Grade 4 = Failure to achieve recommendation for QTS.
Finally, please note that in a small minority of cases, some trainees may make insufficient progress in relation to one of more of the Teachers’ Standards, including PPC. This may happen at any stage in the year. Where problems or issues do arise, it is vital that the school records them and that the University Progress Tutor is notified, as per our extra support process – See EXTRA SUPPORT on Page 25. The extra support process aims to support trainees who are making insufficient progress against one or more of the Teachers’ Standards, including PPC or failure to abide by the University Professional Code of Conduct. It should be employed at any stage of the PGCE year if the level of progress being made puts the final recommendation for QTS in doubt. The primary functions of the process are to encourage constructive dialogue and additional action planning, leading to the necessary improvement. Please note the trainee is expected to be proactive in this process, assuming responsibility for their own progress and learning. If in doubt, please get in touch!
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OVERVIEW OF A STUDENT’S PAPERWORK DURING PLACEMENTS
This section, especially information about progress reports, should be read in conjunction with our ‘Meeting the Standards’ booklet.
Please note this overview is based on the Core PGCE model of one short placement in school A, followed by a long placement in school B. The logistics of this may vary a bit in some School Direct contexts. Schools in SD contexts should please consult with their Lead School to find out about reporting arrangements.
The Professional Portfolio The Professional Portfolio should contain all “Formal” documentation associated with the trainee’s Teaching Practice, University Assessments, and their Evidence of Meeting the Teachers’ Standards.
It should contain:
1. Teachers’ Standards Evidence Diary/Log
2. Weekly Mentoring Session Minutes
3. Formal Lesson Observations
4. School Placement Reports
5. Records of PPC
6. Progress Tutorial Minutes
7. Subject Knowledge Development Log
8. Placement Guidance Booklet
9. Modules 1 / 2 & 3
10. Other Materials
Trainees are also expected to take notes during subject sessions and CPD at both University and School – such items can also be used to draw into the Evidence Diary to help illustrate their work towards a particular Standard.
The Placement Guidance Booklet
All students will be issued with a Placement Guidance Booklet, which will contain a wide range of school‐based tasks that they are expected to complete over the course of both placements. Tasks are structured to support the evidencing of progress towards the Teachers’ Standards. This should be available, to both school mentors and university tutors as appropriate and can help provide evidence of the student’s engagement with the professional learning opportunities provided while on their placements. All mentors are encouraged to engage in dialogue with students about the journal in order to facilitate and inform the mentoring process.
Subject Knowledge Development Logs All students are expected to record in a log the work they have undertaken during the PGCE year in order to support the development of their subject knowledge. This should be available to both school mentors and university tutors.
Student Assignments Over the course of the year, students complete three assignments which are assessed at M‐ level. Each is worth 20 credits. Please see the COURSE OVERVIEW AND ESSENTIAL DATES on Page 6 for deadlines.
Subject Pedagogy in Practice (M1) – Term 1
Developing Critical Perspectives on Teaching Metacognition (Thinking Skills) (M2) – Term 1‐2
Curriculum Development Through Enquiry in Practice (M3) – Term 2
Trainees should discuss their assignments with school‐based colleagues and they will be available to view online.
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Implications for Mentors during Term One
During days in school prior to the start of the first placement’s teaching phase, students will be engaged
in purposeful, structured observation of experienced teachers. Students should be given a schedule of
lesson observations in and beyond the department as organised by the Subject Mentor / Professional
Tutor.
It will be helpful for students to share outcomes of these lesson observations with their mentor and or
class teacher. Students will want to draw on these experiences when writing Section 1 of their M1
assignment.
One of the mentoring sessions prior to the October half term holiday should be dedicated to discussion of
what constitutes effective subject teaching‐ in your subject. Students will want to draw on this discussion
when writing Section 1 of their M1 assignment.
During the first placement, students are expected use video as part of their analysis of their teaching.
Part of the video could be used as the focus of a mentoring session during the first placement. The point
of this would be for mentor and student to make focused use of video to evaluate classroom practice and
in this sense, it might replace a formal lesson observation de‐brief – if you do decide to do this, please
remember to complete the final page of the observation schedule. Students will want to draw on these
experiences for section 2 of their M1 assignment.
Implications for Mentors during the Long Placement (term two)
During days in school leading up to the long placement‐teaching phase, students will be engaged in a
research lesson study. They will be developing and trialing a teaching thinking skills intervention within
the context of subject teaching. Each student will be required to teach a lesson that they have jointly
planned with their lesson study partner. We would ask the mentor/ class teacher please to kindly co‐
observe this lesson with their student’s lesson study partner and if possible to contribute to the lesson
de‐brief. Students will make notes of the de‐brief discussion and will want to draw on this and observation
notes for their M2 assignment.
During the first half of long placement, individual students will be involved in teaching a sequence of
lessons that they have planned themselves and will be conducting a small‐scale teacher enquiry related to
this. In the lead‐up to the enquiry, it will be important please for students to be able to discuss their
planning and initial thinking with their mentor. For example, it will be important for students to ensure
that plans are well matched to the context within which pupils are working. During the enquiry, students
will want to use a range of methods to evaluate the impact of their planning and teaching on pupils’
learning. This should include professional feedback from the mentor or other colleagues relating to at
least two lessons. Your support, in this, is much appreciated. Students will need to draw on this evidence
for their M3 assignment.
EXTRA SUPPORT
In a small minority of cases, some trainees may make insufficient progress in relation to one of more of the Teachers’ Standards. Insufficient progress, is judged, against the progress descriptors for each of the Teachers’ Standards and means that the level of current attainment puts the final recommendation for QTS in doubt. From experience, an extra support action plan can provide the trainee with the best chance of making sufficient progress.
Equally, in a small minority of cases, some trainees may make insufficient progress in relation to PPC. Further information on this process is available in the appendices.
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APPENDICES
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Appendix 1 - Extra support In a small minority of cases, some trainees may make insufficient progress in relation to one of more of the Teachers’ Standards. Insufficient progress, is judged, in relation to progress descriptors for each of the Teachers’ Standards and means that the level of current attainment puts the final recommendation for QTS in doubt. From experience, an extra support action plan can provide the trainee with the best chance of making sufficient progress.
Equally, in a small minority of cases, some trainees may make insufficient progress in relation to PPC. We have identified the following broad areas that would signal cause for concern specifically in relation to PPC:
• Attendance/Punctuality ‐ Unexplained or unreasonable absence, persistent lateness.
• Preparation ‐ Habitual lack of proper planning, care or thoroughness.
• Commitment ‐ Unwillingness to attend meetings/ open evenings.
• Ability To Listen To Advice ‐ Failure to act upon reasonable advice and guidance.
• Professional Relationships With Staff/Pupils ‐ This includes issues of professional conduct.
• Lack Of Critical Self‐Awareness ‐ The trainee fails to recognise problems, does not take advice
and blames pupils or school for difficulties.
• Failure To Abide By The University Professional Code Of Conduct ‐ This refers to a document
signed by all trainees at the start of the PGCE year.
Where problems do arise, either in relation to Teachers’ Standards or to PPC, it is vital that the school records them, so that it is clear e.g. when the trainee was absent or late, which lessons were not planned carefully or which technician, teacher, other adult or child was spoken to rudely or inappropriately. It is also important that the University Progress Tutor be notified, as per our extra support process.
Extra Support Process
The following process aims to support a small minority of trainee teachers who are making insufficient progress against one or more of the Teachers’ Standards, which may include PPC. It clearly defines procedures for action that need to be adopted in such cases. It should be employed at any stage of the PGCE year if the level of progress demonstrated puts the final recommendation for QTS in doubt. The primary functions of the process are to encourage constructive dialogue and action planning, leading to the necessary improvement. Please note the trainee is expected to be proactive in this process, assuming responsibility for their own progress and learning.
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Possible Outcomes of Review
Progress Made / Targets Fully Met trainee returns to usual cycle of mentoring and supervision.
Some Progress Made updated action plan and subsequent review to continue progress made.
Insufficient Progress Made Continuance of trainee on Sec PGCE/ SD PGCE programme to be discussed and decided upon between school and university colleagues.
•Insufficient progress identified by Subject Mentor and/or Professional Tutor.
1
2 •Discussion between school colleagues as to seriousness and nature of issues and obstacles to success.
3 •Professional Tutor involved in appropriate actions relating to nature of the deficits e.g. lesson observations, examination of Teaching File, scrutiny of lesson plans etc.
4
•University Progress Tutor and Secondary PGCE Director notified of concerns and request for meeting.
5
•Meeting in placement school with trainee teacher, school colleagues and University Progress Tutor to share concerns and discuss ways forward. In cases where a meeting of school and university colleagues is not convenient or not practical, dialogue may take place by email rather than face to face.
•Action Plan drawn up and agreed – this will include SMART targets and review date.
6
EXTR
A SUPPORT ACTION PLA
N
DATE
:
Trainee
Tea
cher:
Su
bject M
entor:
Subject:
Placemen
t School:
Concern/s:
Relevan
t Te
achers’ Standards, in
cluding PPC
Actions to be taken
by trainee
in order to enab
le
improvemen
t ‐ taken forw
ard to Review M
eeting
Stan
dards
Date
for
review
Review M
eeting Outcome
Targets
fully met /
Some
progress mad
e / insufficient
progress mad
e
Actio
ns to
be taken
by P
artnersh
ip in
order to
support train
ee ‐ as appropriate
Reco
mmen
datio
n fro
m Review
Meetin
g
•
Retu
rn to
usual cycle
of m
entorin
g and su
pervisio
n
•
Updated
Actio
n Plan
and su
bseq
uent R
eview
to co
ntin
ue p
rogress m
ade
•
School/u
nive
rsity discu
ssion regard
ing train
ee contin
uan
ce on Sec P
GCE/ SD
PGCE p
rogram
me d
ue to
lack of su
fficient p
rogress m
ade
Signed
by:
Copy to
each of th
e above
Trainee teach
er
Professio
nal Tu
tor
Subject M
entor
University P
rogress Tu
tor
Appendix 2 – University Staff Roles
THE ROLE OF THE UNIVERSITY PROGRESS TUTOR
A team of University Progress Tutors each have responsibility for overseeing the progress of a group of tutees, comprising both Core and School Direct PGCE trainees throughout the course of the PGCE programme. University Progress Tutors are the first line of contact between schools and university.
KEY RESPONSIBILITIES OF THE UNIVERSITY PROGRESS TUTOR:
To quality assure school placements in terms of school entitlement and compliance with the associated
ITT Criteria and Guidance published by the DfE.
To track trainee progress over the course of the year and give guidance on how to make good any
deficits in regular progress review tutorials with the trainee.
To complete trainee references employing feedback from school colleagues and subject leads which should be available on the online reporting system.
To organise and lead university seminar sessions to include that associated with Module delivery and
Professional Development, including building upon school‐based activities and experiences.
To assess all university submitted work and provide both formative and summative feedback.
At some stage across the PGCE year, Progress Tutors may also make school visits and / or lesson
observations; such visits may have a professional development rather than subject focus and be
promoted by concern over progress made by the school, students, subject or progress tutor.
If there are concerns raised by any parties involved in supporting the students these should be raised with the Progress Tutor, who will then liaise as appropriate with school and university colleagues.
THE ROLE OF THE UNIVERSITY SUJBECT LEAD
Subject Leads head up subject specific input and development in their respective subject areas.
KEY RESPONSIBILITIES OF THE UNIVERSITY SUBJECT LEAD:
To make at least three school visits to each of the trainees in their subject area; visits will have a
subject development/ subject pedagogy focus, and will be spread over the three school terms.
To organise subject pre‐course tasks, including relevant subject reading and subject knowledge audit.
To organise and lead subject specific training, including support and guidance for school‐based subject
training where appropriate.
To track subject knowledge over the course of the year and give guidance on how to make good any
deficits.
To address any subject related queries from trainees and school colleagues, these should, be shared with the Progress Tutor.
To contribute, via the online reporting system, to the University reference completed by the University Progress Tutor. Trainees should not ask Subject Leads for a reference.
Appendix 3 – Suggested Sixth-Form Experiences Where possible, trainee teachers should gain sixth form teaching experience during the course of their PGCE year. We realise that exam pressures may mean that whole lesson teaching may not always be an option; but trainee teachers could perhaps be scheduled to teach a regular slot within a lesson, or team‐teach lessons, with the usual class teacher? This experience can also be supplemented in other ways which you may find helpful to your department and pupils:
LESSON OBSERVATIONS
Locate the lesson observed within the examination specification ‐ how does this lesson relate to the specification?
What progression / strands of progression are evident from KS4 content?
PLANNING & TEACHING
Co‐planning A‐Level lessons with normal class teacher.
Planning and delivering parts of / whole A Level lessons.
Subsequent evaluation and reflection on planning, teaching and learning experience.
Preparation of resources to support T&L activities.
REVISION
Planning and undertaking revision sessions (lunchtime / after‐school).
Preparation of specific A Level revision resources.
IN‐CLASS/LESSON SUPPORT
Cooperative in class assistance working alongside teaching colleagues and sixth form pupils to aid and assist in their progress, development and understanding.
Marking A‐Level assignments / homework / mock exams. Use of A Level mark schemes and moderation of marking with teaching colleague/s.
Feeding back to A‐Level groups ‐ formative feedback based on a piece of assessed work is also recommended.
SMALL GROUP / 1:1 COACHING & TUITION
Specific student / group support, either during lessons or as additional timetabled support slots with Y12/13 pupils who are perhaps off timetable at a time when you are free to work with them.
TUTORIAL
Take responsibility for / accompany usual form tutor. What are the key roles and duties?
GENERAL STUDIES / SIXTH FORM CONFERENCES
Take part in the planning and delivery of General Studies / Sixth Form Conference workshops. This will allow trainee teachers to develop a greater understanding of the role of the teacher and the school in the development of skills and knowledge beyond their subject specialism.
Other ideas:
Coordinating/attending, exam‐board/university study days related to the curriculum area with Y12/13 pupils.
Attendance of Y12/13 Parent Evening.
Appendix 4 – Questions & Prompts to Move Trainees on The following questions, provided by a range of subject mentors, tutors, progress tutors and subject leads can be used as a helpful starting point for the post lesson conversation / debrief:
PLANNING
How did your lesson plan enable pupils to make progress? What do you think is important when
planning?
Are you modifying lesson plans in the light of lessons already taught?
How has your lesson planning changed to meet the needs of your classes – and what do you still need
to do?
How do you plan activities to best embody the learning outcomes?
Can you make a link between your objectives and your tasks?
How do you plan for progression ‐ within lesson, within topic, over your placement?
TEACHING
If you had to lead that activity/lesson again, how would you do it differently/how could you improve
it?
What were you pleased with/Not pleased with? How could you improve this? Why did that activity
work?
Why did you choose that particular activity?
What other strategies could you have used in the lesson?
Can you think of another way you might have tackled that situation? Did you feel all learners were
challenged?
How might you change this activity/lesson to include lower, or challenge higher, attaining pupils?
How could you develop your classroom presence?
ASSESSING LEARNING AND MEETING NEEDS
How close did the pupils get to the learning objective you identified for this lesson? What would you
have learned from your lesson?
How did you assess how much the pupils have learned?
Do you provide feedback so that pupils can move on to the next level?
How could you use AFL to monitor the progress of pupils ‐ How do you act on the outcomes? How
could you use pre‐determined questions to certain pupils to assess understanding?
How can you differentiate more extensively?
How do you know that pupils have been challenged?
What is it you think you could do to improve your trainees' learning?
SELF‐EVALUATION AND MAKING PROGRESS
What has gone well in the lessons that you have delivered this week? How can you build upon this to
move your teaching to the next level? What does your ideal lesson look like?
How could your self ‐reflection/evaluation help you to plan for your own progress, as well as
the progress/learning of pupils?
How would you describe a 'Good Teacher'? How many of those qualities do you possess at
present?
In an ideal world, how do you picture yourself functioning as a teacher? What steps do you need to
take to move towards this?
What kind of contribution/role would you like to play in the department/school?
SUGGESTED ACTIVITIES FOR MOVING FORWARD
Ask 'Do you mean' or 'Is this what you mean?'
Pick out the most and least effective lessons of the week, and ask the trainee to find the differences
and then plan a lesson based on this
Review a lesson and consider how well 5 pupils understood by the end of the lesson. Why is this the
case? What would have worked better?
Use video to evaluate themselves
Encourage self‐assessment using OFSTED criteria
Encourage them to observe other teachers e.g. NQT= 1 year on Encourage them to identify resources
of support within department/school Team Teaching with other trainees.
Appendix 5 – Record of Weekly Mentor Meeting Mentoring meetings take place during each week of school experience starting 2 weeks before the student teacher begins their teaching timetable. The School‐based Subject Mentor should complete this form, although both mentor and student teacher have a shared responsibility for ensuring its accuracy and availability for inspection as a source of practice evidence in support of progress towards the Teachers’ Standards 2012. Please draw on all available evidence from the week to help you consider progress made (both subject specific and more general professional development) and to agree new targets.
Review of progress against previous targets since last mentoring session / Discussion notes:
The Teachers’ Standards 2012
T1 Set high expectations which inspire, motivate and challenge pupils
T2 Promote good progress and outcomes by pupils
T3 Demonstrate good subject and curriculum knowledge
T4 Plan and teach well‐structured lessons
T5 Adapt teaching to respond to the strengths and needs of all pupils
T6 Make accurate and Please make particular reference to the Teachers’ Standards in the following section: productive use of
assessment
T7 Manage behaviour effectively to ensure a good and safe learning environment
T8 Fulfil wider professional responsibilities
PPC A teacher is expected to demonstrate consistently high standards of personal and professional conduct.
New targets (We suggest no more than 3 targets per week. Please ensure that targets: are clearly linked to the Teachers’ Standards; draw upon Formal Lesson Observation Final Page where appropriate; are SMART; and clearly define expectations – What needs to be done? Why? Who can help? Where can help be found? When does it need to be done by?):
Mentor comments on the quality of the student teacher’s Progress File, Teaching File, Evidence Logs, Standards evidence (T1‐T8), Subject Knowledge Development Log and any other professional qualities demonstrated (PPC):
In respect of the Progress File, Evidence Logs and Subject Knowledge Development Log, please tick to confirm the following:
Up to date: ☐
Well organised: ☐
Evidence of student teacher lesson evaluation:
☐ If any of the above are not ticked, please indicate associated target/s for next week:
Has the student any safeguarding concerns about their pupils this week?
□ (tick if yes)
Action taken:
Can they confirm who they should contact if such concerns do arise?
□ (tick if yes)
T2: Overall Progress:
Impact on Pupil Dev/Ach/Good/High
Overall Against Standards:
Progress Teacher
Dev/Ach/Good/High
Signed: (mentor)
(Student teacher)
Appendix 6 – Formal Lesson Observation Form
NEWCASTLE UNIVERSITY SECONDARY PGCE PARTNERSHIP
OBSERVATION SCHEDULE
School: Class: Topic:
Student: Observer
:
(School Subj Mentor/Prof Tutor, Uni Subj Lead / Prog Tutor / Other)
OBSERVATION FOCUS
(including reference to previously agreed targets where appropriate):
KEY STAGE (please tick):
KS3 KS4 KS5
□ ☐ ☐ NB. At least 1 observation at each Key Stage per term.
Notes:
The Teachers’ Standards 2012
TS1. Set High expectations which inspire, motivate and challenge pupils. TS2. Promote good progress and outcomes by pupils. TS3. Demonstrate good subject + curriculum knowledge. TS4. Plan and teach well‐structured lessons. TS5. Adapt teaching to respond to the strengths and needs of all pupils. TS6. Make accurate and productive use of assessment. TS7. Manage behaviour effectively to ensure a good and safe learning environment. TS8. Fulfil wider professional responsibilities. PPC. A teacher is expected to demonstrate consistently high standards of personal and professional conduct.
TIME
DESCRIPTIVE ACCOUNT OF LESSON AND QUESTIONS FOR CONSIDERATION (inc. feedback on lesson plan)
STUDENT REFLECTION (please leave for student teacher to respond to points raised in observation / debrief)
Date:
TIME
DESCRIPTIVE ACCOUNT OF LESSON AND QUESTIONS FOR CONSIDERATION (inc. feedback on lesson plan)
STUDENT REFLECTION (please leave for student teacher to respond to points raised in observation / debrief)
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NEWCASTLE UNIVERSITY SECONDARY PGCE PARTNERSHIP OBSERVATION SCHEDULE – FINAL PAGE
From the lesson observed, please summarise the evidence shown to illustrate progress towards the Teachers’ Standards in relation to the detailed criteria.
(Where possible, please comment on subject specific aspects of the observation including reference to subject knowledge and use of subject appropriate terminology, with clear links to the Teachers’ Standards)
Teachers’ Standards POSITIVE comments arising from lesson de‐brief
TS1
Set High Expectations which inspire, motivate and challenge pupils.
TS2 Promote Good progress and outcomes by pupils.
TS3 Demonstrate good subject & curriculum knowledge.
TS4 Plan and teach well‐ structured lessons.
TS5
Adapt teaching to respond to the strengths and needs of all pupils.
TS6 Make accurate and productive use of assessment.
TS7
Manage behaviour effectively to ensure a good and safe learning environment.
TS8 Fulfil wider professional responsibilities.
PPC
Personal and Professional Conduct. Including, where appropriate, explicit awareness of safeguarding issues.
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What areas for development have been identified, including subject knowledge development points?
Student name: Subject:
Placement school: Date:
Signed (Observer):
Up to 3 targets to be taken to the next Mentoring session (please ensure these are SMART and, where appropriate, state examples to aid understanding):
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Appendix 7 - Observation + Feedback Guidance for Non-Mentors These are a few guidelines that we hope you will find helpful if asked to observe and feedback to trainees (trainee teachers).
BEFOREHAND
• Set the right environment – secure a quiet room, free from interruptions
• Explain to the trainee that you’re not necessarily a trained mentors
• Meet briefly before the lesson to establish the aims of the observation and the trainee’s objectives
THE OBSERVATION
• Ensure that others will not interrupt the lesson on your account
• Arrive before the pupils enter the room
• Ask the trainee where they would like you to sit
• Ensure you can see all pupils
• Adhere to the agreed focus and objectives
• Strike a balance between the need to secure adequate written notes and the need to observe the
trainee and all pupils
• Try to avoid unnecessary contact with the pupils
• Remain for the whole of the agreed session and ensure that the lesson observation is the sole
focus of your attention
• Thank the trainee and give a very brief positive oral comment and remember that it’s your
responsibility to arrange a time for the feedback
• Try to observe the trainee against the standards – obtain a copy of the standards from the mentor
or professional tutor
GIVING FEEDBACK
• Remember to try to stick to the agreed objectives
• Always begin with something positive and begin by asking the trainee what they thought went well
• Then try to encourage the trainee to explain why some things worked
• Through discussion, try to tease out areas for development (eg. what did not go so well and why)
and discuss how the trainee could do it differently next time
• Deal positively with the areas in need of further development and ensure they relate to the
standards
• Try to be an effective listener throughout, however strongly you may wish to make certain points
• Ensure that you spend most of the early part of the feedback session listening to the trainee’s self‐
evaluation
• Summarise areas of strength and areas for improvement and, after discussion, record these on the
last page of the observation schedule
Give the carbon copy of the observation schedule to the trainee and pass your copy to the mentor, with appropriate comments
NB it is not necessary to fill in any targets (the mentors will do this weekly).
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Appendix 8 – Exemplar Report Statements The following is a basic exemplar showing the minimum expected commentary Mentors should make in the written aspect of the Termly Reports, please note that something should be written for each and every standard. Please be as clear, specific and where necessary prescriptive as possible to allow the trainee the greatest chance of being able to take appropriate action.
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Appendix 9 – Roles and Responsibilities
Student Teachers
At the School of Education, Communication and Language Sciences student teachers should begin to acquire the knowledge, skills and understanding which will underpin their on‐going professional development; at Partner Schools they should practise and further develop their professionalism.
The responsibilities outlined below are an attempt to help student teachers to know what is expected of them at both locations within their integrated course.
In the University In Partner Schools
Be part of both Subject and seminar groups, and take an active part in teaching sessions
Be aware of the roles of their Professional Tutor (PT), Subject Mentor (SM) and other teaching staff, and develop an effective working relationship with them
Attend all sessions or consult with tutors when prevented from doing so
Work with their PT and SM to negotiate appropriate schedules
Familiarise themselves with all relevant documentation
Show professional standards in accordance with school policies
Notify the PGCE office of any absence for university sessions and for serial visit/placement days
Inform the host school as soon as possible regarding absence and advise with regard to suitable work for classes missed
Develop and maintain their teaching subject knowledge
Make use of all opportunities to observe lessons, supporting as appropriate
Follow university guidelines concerning the tracking and evidence collection relating to the QTS Standards
Take responsibility for the collation of evidence and target setting according to the individual’s training plan.
Develop knowledge and understanding of the National Curriculum and of the place of their teaching subject(s) within it
Plan lessons within given guidelines and keep clear and accessible records
Develop knowledge and understanding of current approaches to the teaching of their subject(s)
Engage in feedback sessions with SM and/or others
Be familiar with recent governmental policies and initiatives
Understand the context for school and departmental decision making
Develop knowledge and understanding of processes whereby their pupils learn in their subject area
Develop the skills appropriate to the teaching of their subject(s) and to the conduct of well‐managed classes
Develop knowledge and understanding of principles of classroom management and of the purposes and procedures of assessment
Become familiar with school's assessment practices; and monitor/record pupils' progress accordingly
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Develop knowledge and understanding of the UK school system and of teachers' wider professional responsibilities
Assist as appropriate in the school's pastoral work and attend meetings (e.g. with parents) as required
Consult relevant literature and make themselves aware of current developments in education
Gather and organise appropriate evidence to support their further professional development and action planning.
Develop an understanding of the importance of research ethics
Carry out enquiries and action research in a professional and sensitive fashion
Collaborate with fellow student teachers in order to plan enquiries and investigations
Follow guidelines regarding ethical practice when conducting small scale and action research
Gather information on, and make application for, teaching posts.
Take any opportunities offered to them with regard to interview practice and application procedures
Keep university staff informed of any school based issues or causes for concern
Raise any difficulties or concerns with the Professional Tutor and any other appropriate school colleagues
Take the opportunity to share videoed lessons with your tutors where appropriate school and pupil consent has been gained
Undertake at least one videoed lesson observation per placement which is proactively used to help illustrate good practices and identify areas to develop practice
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Professional Tutors
o Manage and develop the school's role within the Partnership; and attend relevant meetings
o Undertake school based evaluations of the quality of training in line with university guidance
o Negotiate placements for an agreed number of student teachers within the school, for both placements of
the Course
o Co‐ordinate the full ITT programme within the school
o Ensure that student teachers have the necessary information for a successful induction to the school
o Co‐ordinate and organise the school‐based Professional Studies programme
o Induct student teachers into the culture of the school and ensure their access to all essential facilities
o Provide student teachers with opportunities to observe a range of teaching in areas outside their subject
specialism
o Identify, prepare and support Subject Mentors in the school, thus ensuring high quality delivery
o Monitor the work of Subject Mentors and of the impact of student teachers' presence in the school as a
whole; observe student teachers in the classroom as deemed appropriate, discussing their progress with
them
o Take responsibility for arriving at a shared understanding across the school through a programme of joint
observations with Subject Mentors thus facilitating internal quality assurance
o Ensure completion and collation of assessment reports
o Facilitate weekly meetings for all student teachers to enable the sharing of experiences and networking
whenever possible across institutions
o Enable and promote the trainee’s use of video for analysis and reflection on their own teaching the pupils
learning
o Oversee the effective access to subject specialist teachers and teaching to help develop the trainee’s
subject specific knowledge development
o Be prepared to contribute to the interviewing and selection of student teachers during the school year as
and when available
School‐based Subject Mentors
Subject Mentors play a key role in the student teachers' development of classroom skills and the teaching of their subject(s). They may or may not be heads of department. They are responsible to the Professional Tutor in their school with respect to the place of subject based experience within student teachers' school‐based experience overall.
Subject Mentors' responsibilities are thus as follows: o Induct student teachers into the relevant subject department; liaise with other teachers in the
department; help student teachers to develop positive working relationships with departmental staff
o Devise a programme of subject‐related observation and other activities to be undertaken during a student's serial experience; also a time‐table of lessons to be taught during each block experience
o Involve student teachers in departmental meetings and other departmental activities o Ensure at least minimum entitlement time is available (one hour in each week of block experience)
for discussion of a student teacher's classroom work; set aside regular time/times for this o Provide support for the planning of lessons as appropriate; monitor student teachers' planning and
teaching records o Help student teachers to set targets and plan strategies for achieving progressive development in
classroom performance o Serve as a role model by demonstrating successful teaching strategies and methods of establishing
good working relationships in the classroom
o Discuss the focus of observations beforehand with the student teachers
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o Observe student teachers teaching in accordance with guidelines in the Mentoring Handbook; co‐ ordinate such observation of student teachers as may be carried out by class‐teachers in the department
o Participate in joint lesson observations and debriefing with the university staff especially Subject Leads
o Give constructive oral and written feedback to student teachers, either immediately or at the appointed time for mentoring (or both); counsel student teachers appropriately
o Become involved in cross subject lesson observations as appropriate within their own school o Liaise with Professional Tutor and University Progress Tutor on student teachers' progress, following
guidelines in the Mentoring Handbook on cases giving cause for concern o Gather, co‐ordinate and pass to PT formal assessment data and reports on student teachers'
progress and attainment, in accordance with PGCE at M level examination procedures o Promote their own development as SMs, as well as the supportive role of departmental colleagues
as appropriate; attend mentoring development meetings of the Partnership and consider participating in cross‐mentoring between schools.
o Be prepared to become involved in the interviewing and selection of student teachers in their own subject area.
o Enable and promote the trainee’s use of video for analysis and reflection on their own teaching the pupils learning.
University Progress Tutor
Provide:
o An up to date reading list/website guidance focused on generic Professional Studies aspects of teaching
o Guidance for the completion of the university modules throughout the year
o Assessment of all university submitted work and the provision of both formative and summative feedback
o References completed on specified dates during the PGCE year employing feedback from school colleagues
and Subject Leads
o Mentoring regarding the individual’s training plan and its role in enhancing outcomes
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o Organise and lead seminar sessions as indicated within the ‘core’ provision – this will build upon school
based activities and experiences
o Conduct at least one school visit during the year with a professional development and quality assurance
focus, either in person, or through the sharing of a videoed lesson
o Update the student records after each visit
o Track student progress over the course of the year and give guidance on how to make good any deficits in
regular tutorials
o Ensure that any students whose progress has stalled or have become a ‘Cause for Concern’ become
priorities for action and intervention
o Quality assure school placements in terms of student entitlement and compliance with the associated ITT
Criteria
o Monitor work of subject mentors through the employment of student feedback as well as the result of the
visits of Subject Leads
University Subject Lead
Provide:
o An up to date reading list focused on subject specific pedagogy
o Guidance to useful sources for teaching including websites, professional organisations, etc
o Pre course tasks and subject knowledge audit
o Contribution to university reference within the agreed template and parameters
o Organise and lead subject specific training as indicated within the ‘core’ provision according to the number
and composition of the student cohort. This will also include guidance for school based subject training
provision.
o Conduct up to three school visits during the year with a subject pedagogy/knowledge focus either in
person, or through the sharing of videoed lessons
o Update the student records after each visit
o Track subject knowledge over the course of the year and give guidance on how to make good any deficits
o Address any subject related queries from school colleagues
o Monitor work of subject mentors and complete short report after each school visit
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Appendix 10 – Video Consent Request Forms etc.
School-Parent/Carer Video Consent Form Page 1 of 2
PARENT/CARER VIDEO CONSENT FORM
Newcastle University School of ECLS King George VI Building Queen Victoria Road
Newcastle Upon Tyne NE1 7RU
School name: Date:
Dear parent/carer,
As part of Newcastle University’s PGCE / Initial Teacher Training course and our work with Initial Teacher Trainees, we expect Trainees to actively engage in reflecting on the lessons that they teach.
We believe that this is best achieved through the use of video, and hope that you will support us in our efforts to
ensure that all Trainees include this as part of their professional development.
We would like to capture some video footage of your child’s teacher, teaching your son/daughter’s class. This will typically be a short video captured on an iPad using a bespoke video observation tool (VEO – Video Enhanced Observation), or a similar device/system.
The process is designed to focus the observation on teacher / pupil interactions and events during the lesson to help improve the teacher’s classroom practice, and thus improve the quality of teaching and learning experienced by the pupils.
The video will be used for training and development purposes only and not made publicly available.
If you are happy for your son/daughter to be involved in this, we would be grateful if you could you indicate your consent on the attached slip. If you do not wish your son/daughter to be involved in this exercise please also indicate this on the attached slip.
In both cases, please can you return the completed form overleaf to me, by: / /
Thank you for your help in this matter.
Yours faithfully,
School-Parent/Carer Video Consent Form Page 2 of 2
Newcastle University School of ECLS King George VI Building Queen Victoria Road
Newcastle Upon Tyne NE1 7RU
PARENT/CARER VIDEO CONSENT FORM
I hereby give consent / do not give consent* (PLEASE STRIKE THROUGH / DELETE AS APPROPRIATE)
for my son/daughter to participate within lesson videos for the purposes of teacher training and
development - (please sign and complete the following information):
Pupil Name:
Date:
*Students without consent will sit in a part of the classroom which will not be covered during the video process, or taught separately on this occasion.
Once completed & returned the Trainee Teacher should provide a photocopy of all forms to the Head of Department or Subject Mentor, and retain 1xcopy for their own records.
School-University Video Consent Form
Dear Headteacher / Deputy Headteacher / Professional Tutor,
Use of Video for Lesson Evaluation
Newcastle University School of ECLS King George VI Building Queen Victoria Road
Newcastle Upon Tyne NE1 7RU
As part of Newcastle University’s PGCE course for both Core, School Direct and SCITT Students (Trainees), we expect them to actively engage in reflecting on the lessons that they teach.
We believe that this is best enabled through the use of video and hope that you will support us in our efforts to ensure that all Trainees include this as part of their practice.
Schools and Trainees are free to use any method to undertake this, but to increase the potential of this process, we have provided them with access to VEO - Video Enhanced Observation - an award winning, secure and powerful tool developed by educators at Newcastle University.
Specific benefits of VEO include:
• Secure and encrypted Cloud Storage compliant with DfE protocols and meeting the necessary criteria for
GDPR Compliance. • Ability for Trainees to watch and identify key elements of practice, guided through the use of predetermined
“tags” to time-stamp the video. • Quick and easy access to timestamped moments for reflection and review with School-based Subject Mentors. • Ability to share Trainee-videoed lesson footage with their University Tutor/Subject Lead for review, retrospective
tagging and feedback.
Video feedback and analysis is now commonplace in many schools and we believe that the VEO system represents a secure, user-friendly means by which our trainees (and your future teachers) alongside School and University mentors and tutors can benefit from this practice. Many of you consented to this last year and we are seeking to do the same this year due to the positive impact we saw.
We would be grateful if you could confirm your chosen level of consent by initialing ALL relevant aspects below and signing at the bottom:
Yes No Implication/s
We have a school register of parent/carer pupil consent that the Trainee/s should check before videoing their class.
If “No”, the Trainee/s will gather consent using the attached template for the class they wish to video.
Provided that the trainee has followed school protocol in ensuring that parental consent has already been granted, or is granted for this particular occasion, taking into account the need to exclude any individuals from the filming where parental consent has not been granted:
I am happy for the Trainee/s to video their teaching and retain this for reflection including with their School- based Subject-mentor / Professional Tutor during the training year.
Conversations between school Subject-mentor / Professional Tutor and the Trainee/s are supported through the use of video, enabling and encouraging better quality coaching conversations.
I am happy for the Trainee/s to video their teaching using VEO and share this with their University Tutor / Subject Lead during the training year.
Trainee/s able to gain feedback to support their professional development from University PGCE
Staff even when face to face visits have not been undertaken.
School-University Video Consent Form
Newcastle University School of ECLS King George VI Building Queen Victoria Road
Newcastle Upon Tyne NE1 7RU
I am happy for the Trainee/s to retain their video beyond the duration of the PGCE training year as a record of professional development.
Trainee/s able to use the videos in a professional setting to illustrate their developing practice over time.
The school already has a VEO account and consents for the sharing of videos between the Trainee’s UniversityVEO account and the School’s VEO Users where theowner of the video choses to do so.
If you already use VEO, this would allow the Trainee/s to share their video with your own staff who have a VEO user account. Your staff could then review and tag the shared lesson/s as desired.
In the event that none of the above are agreed, please stipulate what conditions should be met in order for the Trainee to be able to undertake at least one lesson observation using video:
Signed: School: Date:
Position: Headteacher / Deputy Headteacher / Professional Tutor (delete as necessary)
Once completed the Trainee should photocopy and return 1xcopy to the signatory, 1xcopy to their Uni Prog. Tutor and retain 1xcopy for their own records.
Newcastle University School of ECLS King George VI Building Queen Victoria Road
Newcastle Upon Tyne NE1 7RU
University‐Student Video Agreement
As part of your PGCE training package, we have provided you with a subscription to VEO (Video Enhanced Observation) which you are able to use during your training year provided that you have appropriate consent from your placement school, parents/carers of your pupils and others involved in the process. VEO is our preferred tool for recording classroom-video due to its functionality and secure handling of the video and data collected, however you can use other methods too, particularly if the placement school already has in place a system for supporting this.
The use of video during initial teacher training has been actively encouraged for many years and is also commonly used in schools to support ongoing professional development in teaching and learning. In the last 5 years, we have only had one school point blank refuse to allow video to be taken in a lesson, so it really shouldn’t be a problem - the policies and rules are there to make sure things are done properly, not to stop them happening!
As part of this process, and with the appropriate consent, there may be opportunities for you to share video with your University Progress Tutor / Subject Lead as well as using it in your placement school. In light of this and the responsibility that you have for your own and your pupils’ data, we would like to highlight the following key expectations and ask you to confirm your understanding of this.
Key expectations when using video for lesson evaluation:
The most important thing is that you follow the placement school policy, gain appropriate consent and adhere to limitations put in place by the school to ensure that video is only used as agreed - for the purposes of training and development.
As a word of caution, under NO circumstances should the video be: • used as evidence of poor pupil / peer / parent conduct; • shown to parents - irrespective of how positive things are! • shown to or shared with your peers / friends / family / others NOT involved in your training; • used for purposes other than your professional development.
Please sign the attached form and return this ASAP to your Progress Tutor along with the School-University Video Consent Form.
Newcastle University School of ECLS King George VI Building Queen Victoria Road
Newcastle Upon Tyne NE1 7RU
University‐Student Video Agreement
I, (please print name:) :
confirm that I have read, understood and will abide by the University-Student Video Consent Form and the associated procedure/s for establishing consent and recording and reviewing video footage within my placement schools.
Signed:
Date:
I understand that the responsibility for sharing video is mine, and confirm that provided the school has also provided the university with this level of consent, video footage that I choose to share
with University PGCE Staff / School Staff may be used as a training resource for the PGCE programme.
Signed:
Date:
Newcastle University School of ECLS King George VI Building Queen Victoria Road
Newcastle Upon Tyne NE1 7RU
Newcastle University School of ECLS King George VI Building Queen Victoria Road
Newcastle Upon Tyne NE1 7RU
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