Inspiring Learners, Enriching
Communities
PGCE Primary and
PGCE 3-7yrs
Mentor SBT3 Twilight
24-3-2015
Soo Sturrock Programme Leader
1. SBT3 overview
2. Training for students in SBT3
3. Specific SBT3 expectations
and tasks
4. Professional support, feedback
and assessment
5. Enhanced Support
6. UOB Ofsted
TWILIGHT
TODAY
SBT3 DATA SUMMER 2014
TS1 High expectations
TS2 Promoting progress
TS3 Subject / Curriculum
knowledge
HIGH
59%
42%
50%
GOOD
39%
53%
49%
RI
2%
4%
1%
TS3a
TS3b
TS4
TS5
TS6
TS7
TS8
44%
42%
56%
42%
41%
58%
69%
55%
55%
41%
53%
56%
39%
30%
2%
2%
3%
5%
3%
3%
1%
58%
41%
1%
Early reading/SSP
Primary Maths
Lesson planning
Adapting teaching
Use of assessment
Managing behaviour
Professional
responsibilities
SBT3 Overall very good and
good as 99%
22 students targeted from SBT1 (RI x 6)
To ensure that action plan targets are accurate and
systematically addressed via an agreed ‘early-stage’
schedule.
SBT2
Headlines
To raise attainment of targeted students to ensure SBT PC
exit grades as no more than 2 x RI grades.
72% predicted as grade 1 or 2 ( 22% grade 1 & 50% as grade 2)
14% as mixture grades 2/ 3
14% withdrew from the programme (3/22, 1 of whom had ES)
9% were issued with a PD and had ‘enhanced support’ (2/22)
0% of students on grade 4 or receiving enhanced support by end of
SBT2.
“I had become confused and disorientated. I felt like there
was so much to do and not enough time to do it. Breaking it
down into weeks and being more specific and simple about
my action made everything a lot clearer”.
8 students
with 4 x RI
or more to
be
targeted
SBT3 Headlines
This module extends student teachers’
intellectual and professional development
through a prolonged school experience where
they will develop self -sufficiency and
autonomy. The student will assume the role
of class teacher for the majority of SBT3.
2 phases:
1. Developing Autonomy (weeks 1-5)
2. Demonstrating Autonomy (weeks 6-10)
75%
of all
planning
and
teaching
25% non
contact
25-3-15
13-4-2015
Week 1
26-3-15
27-3-15
20-4-2015
Week 2
27-4-2015
Week 3
4-5-2015
Week 4
SBT3
Induction Days
11-5-2015
Week 5
18-5-2015
Week 6
KS2 test week
(3 days
15-17th April )
Headline
UNIVERSITY
DAY All students
must attend.
Subject
observations
1 lesson each
day
PPR
With planning With planning support, all trainees should plan
support, all
and teach the class for 75% of the school day.
Groups
trainees should
plan and teach
A sequence of the class for
lessons for the 50% of the
week
school day.
1-6-15
Week 7
Headline
8-6-15
Week 8
w/b 25-5-2015 School Half term
15-6-15
22-6-15
Week 9
Week 10
KS1 phonics screening
All trainees should autonomously plan and teach the class for 75% of the
school day
All trainees
should
autonomously
plan and teach
the class for
75% of the school
day
JUNE 29TH
Preparing to Qualify
3 days this week
1.Class data and scrutiny
2.Pen portrait and SBT2
grades
3.Drafting action plan
4.Planning and agreeing
timetable
5.Working with groups as
directed
3 DAYS
REASSIMILATION
Supporting Trainee Progress in
the Final Phase of Training
• 25% non contact each day
• Weekly mentor meetings (including evidence
scrutiny/file ) FORM PH
• Pupil Progress task
 Data and differentiation
 Support for planning & (phase 2) support for
weekly planning
• TS3 and subject knowledge professional
development (including PE/SEND task) and
feedback (FORM PK & examples)
• Recorded feedback (including evidence
scrutiny/file ) FORMS PA,PB,PC
What can
you and
the
school do
to
maximise
progress?
A Focus on Pupil Progress
Induction days and Week 1
• Data scrutiny
• Record on template
• Clarity about actions and implications for planning
Weeks 2-10 Weekly Focus Group
• Within normal planning
• Trainees should comment on the pupils’ learning
and responses to any interventions
• Trainees should speculate on the ways in which any
interventions have impacted on progress .
• Consider the gaps in the learning and identify points
and actions for subsequent planning and practice.
Pupil
Progress
Review
TS2
Focus group each week
PUPIL PROGRESS REVIEW (PPR)
Please
AreaSubject
of learning feedback
Below expectations
On track/achieving expectations
and development
on PA 1
Physical
(Prime area)
Maths
Moving
and
handling
Focus group
week 4
Area of learning
Subject
and development
Below expectations
Mathematics
Focus group
week 2
(Specific
area e.g.
Reading
number)
Area of learning
Subject
and development
Below expectations
Reading
Focus group
week 8
Writing
(Specific
area)
Focus group
week 9
On track/achieving expectations
Focus group
week 7
On track/achieving expectations
Focus group
week 3
Above expectations
Focus group
week 6
Above expectations
Focus group
week 10
Above expectations
Focus group
week 5
Developing Subject
Knowledge
1. The trainee will complete a TS3 audit
2. In school they will check the planning forecasts for
SBT3 teaching for SBT3 and note the potential
subject areas to be taught
3. All students will include PE (SEND focus) and
complete a specific task for TS3/5 evidence
4. Have a specific TS3 subject target on their action plan
(with associated actions)
In school, please help them
• SBT3 observations of teachers teaching targeted
subject/s
• Working with targeted groups (other classes) e.g. KS1
phonics & guided reading or under-attaining pupils in
YR3.
• Attending NC 2014 INSET / staff meetings
• Please make / organise a subject knowledge
observation (PK)
TS3 & PK
form
EYFS
• Pupil progress review in
relation to EYFS areas of
development/stages
• TS3 task in relation to
EYFS pedagogy or NC
subject knowledge (KS1
classes)
PGCE 3-7
& EYFS
Developing and
demonstrating autonomy
Weeks 1-5
Developing
autonomy
75% and with
support for
planning
Weeks 6-10
Demonstrating
autonomy
75%: Independence
and leadership in all
aspects; they need
space and
permission to do this.
PB
Move to
detailed
weekly
planner
PD: Enhanced Support
1.
2.
3.
4.
5.
6.
7.
8.
9.
This is a proactive intervention strategy and as such needs to be
triggered at first concern;
Not making sufficient progress (in relation to the expectations for the
SBT3 and relative to phase of PGCE/ the standards);
Can be in relation to any TS1-8 or Part 2 (professional conduct);
May be issued in response to a range of factors and behaviours
Trainees should be left in no doubt as to their situation. This must be
communicated clearly both orally and in writing and targets set;
Short term adjustments to schedule and interventions
Extension to SBT3;
Reviewed date between 5-10 days;
Not a fait accomplis, but re-issued PD (ie 2nd) signals trainee is likely
to fail
Getting to Good
(grade 2)
• Consistency
• Opportunities
• Interventions (eg TS7:
Behaviour Management)
Your
student’s
profile
What is
necessary to
ensure
students
maximise
their
progress?
Aspiring for Grade 1
1. Assessment relative to stage of
PGCE
2. Large majority of students graded 2
3. Many as grade 1
4. Read Pen Portrait
5. Opportunities to further support
6. Grading descriptors for prequalificatory
What is
necessary to
ensure
students
maximise
their
progress?
Interventions
•
•
•
•
•
Across the school and key stages /
subjects
Work in other classes
Coached practice: planning,
teaching, group work, assessment
and marking, observations, learning
walks
Staff meetings and school INSET
Definite focus for the student teacher
Your
student’s
profile
What is
necessary
to ensure
students
maximise
their
progress?
3 x PA (progress review and
lesson observation refer to the
Grading Descriptors)
1 x PB (current and potential refer
to the Grading Descriptors)
1 x PC (refer to the Grading
Descriptors)
Feedback
to
students
Weekly
mentor
meetings
Pebblepad
comment
•







Lesson plans and evaluations
Subject knowledge (TS3)
Planning (TS2 & 4)
Teaching strategies (TS1, TS4)
Assessment strategies (TS6)
Personalisation (TS5)
Working with other adults (TS8)
Lesson evaluations (TS2, TS8)
Reflecting
the
evidence
in the file
• TS2/TS4, TS6 Pupil progress review data and
weekly focus groups
• TS1-8 (TS8) Action plan and review
• TS3 professional development opportunities and
PE/SEND task
• TS8 Weekly evaluations
Quality not
Quantity
Pebblepad
 Mentor comment
 Link to trainee’s eportfolio
 Make a comment on two of TS1-8 in the
week after the three way PB meeting.
 This comment will relate to the Standards
needing the most development and the
associated targets and actions, as
identified with the trainee.
Preparing to qualify
1. Beyond the lesson/short sequence of
lessons…..
2. Less about the % or number of
lessons and more about …..
 Consistency
 Meeting all the Standards
 Independence
 Leadership role (planning, learning,
behaviour)
WHEN?
6 x Thursdays (April / May) + return
visits to (same) NQTs in schools in
Autumn
WHAT?
• School visits and joint observations
and discussions about the
Partnership
• Views about training and
students/NQTs
OFSTED
SUMMER
2015 &
AUTUMN
2015
 recruitment and selection, partnerships, the quality
of placements and mentoring
 the direct observation of trainees’ and former
trainees’ teaching and university and schoolbased training
 user views e.g. satisfaction surveys and use of
a trainee online questionnaire
 the quality of trainees’ skills in government
priority areas: i.e. managing behaviour, ‘phonics’,
assessing pupil progress so that teaching meets
the needs of all pupils, including those with SEND
and EAL , trainees’ ability to support the
development of their pupils’ literacy and
mathematical skills in all subjects, understanding
the new NC and assessment arrangements
 the impact of training on trainee outcomes
 the impact of trainees’ teaching on pupil progress
Key
features
of the
framework
https://www.gov.uk/government/publications/initial-teacher-education-inspectionhandbook
OFSTED
1. ‘Relentless focus on pupil outcomes’
2. Quality of training
3. Quality of mentoring
 PebblePad
 Action Plan
 PenPortrait
 Evidence uploaded
 PA and PH forms uploaded
 Reflections
Stage 1
April/
May
2015
Stage 2
Autumn
2015
Teachers make a Difference
“I feel that school is where I learnt the most over the course of the
year. The fact that more time is now spent in school as part of the
course, I think is a massive positive. Teachers and mentors at the
schools were supportive and knowledgeable”.
Through observations of many teachers I saw what made a good
teacher and I was able to then develop the ability to critically reflect
on my own lessons taking on additional points for development from
my mentors. Not only did they tell me where I needed to improve but
gave more direction as to how to do this”.
“At both placement schools, my mentors were highly supportive and
provided me with excellent feedback and guidance, highlighting
areas for improvement in my practice. I felt both mentors were very
approachable and this put me at ease as I felt I could speak to them
about any worries or concerns. Building up to 75% whole class
teaching was helpful as I did not feel I was thrown in at the deep end
but had time to observe and reflect”.
THANK
YOU