Brunel Secondary Partnership Twilight session

1. Brunel Secondary Partnership Twilight session Monday 4th November 2013 Welcome!

2. Outcomes for the session: • Understand the changing landscape of Initial Teacher Education (ITE), the nature of partnership and our roles within current and likely future arrangements. • Develop your skills as Mentors and Professional Co-ordinating Mentors (PCMs). • Understand Brunel’s new secondary partnership documentation to support the professional learning of our student teachers.

3. Improving Outcomes for Student Teachers

4. Partnership Priorities • Use of data across the partnership to support student outcomes; • Documentation and processes; • Integration of university and school provision; • Enhanced provision required for Student Teachers: • Meeting the needs of gifted and talented pupils, EAL pupils and those from ethnic minority backgrounds (TS1, TS5); • Pupil attainment, progress and outcomes (TS2, TS5, TS6, TS7); • Communication with parents (TS8); • Reflecting systematically on the effectiveness and approaches to teaching (TS3, TS4, TS5, TS6); • Unit and lesson planning (TS1, TS4); • Monitoring, assessment and reporting (TS2, TS6, TS8); • Working with support staff (TS8); • The use of ICT (TS4); • Safeguarding, e-safety (Part Two); • National Curriculum (TS3, TS4); • Subject knowledge (TS3); • Literacy and numeracy (TS3).

5. Effective target setting - a Brunel Secondary ITE Partnership development priority area • Students, PCMs, mentors and departmental colleagues understanding and using the Profile level descriptions effectively and consistently • Aspirations for all student teachers to meet the high level descriptions for the Teachers’ Standards • Designing professional learning experiences that support student teachers meeting these aspirations • Effective feedback – verbal and written • Effective target setting – SMART and supports student teachers in meeting the high level descriptions • A continuous process of professional learning

6. The Professional Learning Process • Course Preparation • Foundation Phase • Development Phase • Consolidation Phase • First Post/Induction

7. The Professional Learning Process • Identified Professional Learning Needs • (Foundation Initial Needs Analysis or Development/Consolidation Action Plan) • Professional Learning Activities and Timetable • Weekly Professional Learning Targets • (Weekly Professional Learning Record: Meeting) • Weekly Professional Learning: teaching/other activities • (*Lesson Feedback Record and Professional Learning Activities) • Interim profile • Weekly Professional Learning: teaching/other activities* • End of Phase Profile

8. Planning Professional Learning Needs The following documents provide key information which identifies professional learning needs at the start of the three phases of the course. • The Overview Profile (PGCert p4) Foundation phase background information including details about pre-course school and other experiences. • Foundation Phase Initial Needs Analysis (PGCert p20) • Development Phase Action Plan (PGCert p38-39/UG p13-16) • Consolidation Phase Action Plan (PGCert p55-56/UG School Experience Handbook p122) Informs the student teacher’s learning priorities for the phase. This is completed following discussions with the university tutor and school mentor.

9. A Student Teacher Case Study(Foundation Phase Example)

10. PGCert Overview Profile and Initial Needs Analysis Pre-course school experience Specific areas of strength and development CV Overview Profile and Initial Needs Analysis Areas of interest Interview and application data Subject knowledge

11. Activity 1 – Target setting and designing for initial needs • Review the information you have gathered from the Overview Profile and Initial Needs Analysis for Student Teacher X. • Use this to complete the ‘Action and Support’ column of the Initial Needs Analysis document.

12. Weekly Professional Learning Record (WPLR) (PGCert p21/UG p25) In preparation for the weekly timetabled meeting: • The Student Teacher reflects on the week’s professional learningand collates evidence against targets that were set for the week; • The reflective process includes considering targets met and possible targets for the following week; • The Student Teacher completes most sections of the WPLR in advance of the meeting. In the meeting: • Professional learning and evidence for the week is discussed, using the record as a focus; • Focussed targets are set in relation to the Teachers’ Standards for the following week; • Some of these targets feed into the Lesson Feedback Record (LFR); • The content of the meeting is recorded on the WPLR.

13. Brunel Lesson Feedback Record (PGCert appendix/ UG p57-63) • Number of Lesson Feedback Records (LFRs) required: • Foundation phase: 2 x LFRs per week or 4 x per fortnight. • Development and consolidation phase: 3 x LFRs per week or 6 x per fortnight. • Transition phase into first post/end of consolidation phase: total of 3 x transition LFRs, which use Ofsted grading of lessons. • Provided for the observer by student for targeted lessons: blank LFR; copy of lesson plan; Teachers’ Standards laminate; other info i.e. seating plan, resources etc. • Completed LFR accompanied by annotations on the student’s actual lesson plan. (Annotate lesson plans for lessons without LFRs). • Weekly TS targets included by student in advance on LFR. • Lesson specific TS targets drawn from last LFR and again included in advance on LFR. • Comments on pupil progress and achievement against intentions for the lesson. • Strengths and targets using TS and TS evidence outside of these targets too. • Descriptors which set aspirations for high quality lessons mapped to TS.

14. Professional Learning Activities (PGCert appendix/UG p17) • Meeting student teacher’s individual learning needs • Addressing partnership priority areas (which include national priority areas) • Cross referenced to Teachers’ Standards – evidence of learning • Facilitate learning outside of class teaching

15. Activity 2 – Target setting and designing for ongoing weekly learning needs • Consider the WPLR and associated evidence for Student Teacher X for two consecutive weeks. In preparation for week 3 for this student please complete the following: • Complete the Teachers’ Standard related targets section at the end of week 2’s WPLR in preparation for week 3; • Identify which of these targets would appear in the LFRs for week 3.

16. Recap of the Professional Learning Process so far… • Weekly Professional Learning: teaching and other activities • Interim profile • Weekly Professional Learning: teaching and other activities • End of Phase Profile

17. The Interim and end of phase Profile (PGCert p29/UG p27) • Consistent descriptors based on nationally agreed criteria • Grading system is: • H - High • G - Good • M - Minimum • U - Unsatisfactory • Specified dates for PGCert and UG interim and end of phase Profiles

18. Profile processes for all phases

19. Activity 3 – Target setting and designing for next learning phase needs • Review the end of phase profile for Student Teacher X. • Use the information to set targets for the Development Phase for 3 of the Teachers’ Standards. • Look at the Professional Learning Action Plan (PGCert p38/UG p13) to see how the profile document is used to agree and set targets for the next phase.

20. What next?

21. Contacts and Website • Sunita Babbar (PGCertMathematics): sunita.babbar@brunel.ac.uk • Anne Chappell (PGCert Physical Education): anne.chappell@brunel.ac.uk • Cathy Gower (BSc Secondary Education and Physical Education): cathy.gower@brunel.ac.uk • Sarmin Hossain (PGCert Computer Science and Information Communication Technology: sarmin.hossain@brunel.ac.uk • Rob Toplis (PGCert Science): rob.toplis@brunel.ac.uk • Partnership Development Unit: sse@brunel.ac.uk • Michelle Evans (PDU Manager): michelle.evans@brunel.ac.uk • Partnership website: http://www.brunel.ac.uk/sse/education/partnerships/secondary

22. Foundation: Normal teacher teaches approximately 80-85% of full timetable; Trainees should plan units and lessons for approximately 33% of this 80-85%; A further 33% of this 80-85% is for training activities; Remaining non-contact time is for planning and assignment writing. Development and Consolidation: Normal teacher teaches approximately 80-85 % of full timetable Trainees should plan units and lessons for approximately 60-65% of this 80-85 %; A further 10%-15% of this 80-85 % is for training activities Remaining non-contact time is for planning and assignment writing. PGCert only - Timetable Weighting

23. PGCert only - Timetable Weighting: Foundation Phase * Please note: percentages and periods indicated are approximate and may be adjusted slightly where appropriate or necessary.

24. PGCert only Timetable Weighting: Development and Consolidation Phases * Please note: percentages and periods indicated are approximate and may be adjusted slightly where appropriate or necessary.