B.A./B.Ed. (Hons.) School Experience Handbook General Information

Transcription

1 df B.A./B.Ed. (Hons.) School Experience Handbook General Information School of Education 1

2 TABLE OF CONTENTS Page Introduction 3 Partnership Between School and University 4 Standard for Provisional Registration 5 Programme Design 9 Programme Outline 10 Complementary Roles of the School and University 13 School Experience Procedures and Guidelines 16 School Experience Assessment Procedures / PRoP Form 17 Placement Report Information / School Experience Contacts 18 Placement Timetable 19 Placement Information: B.A.1 20 B.A. 2 (Middle Primary) 22 B.A. 3 (Pre-School) 25 B.A. 3 (Early School) 27 B.Ed. 4 (Upper Primary) 30 Health and Safety Checklist 32 Assessment Form 34 2

3 Introduction Welcome to the School Experience General Information Handbook for B.A. 1, B.A. 2, B.A. 3 and B.Ed. 4 students, tutors and schools. School Experience is viewed as a partnership between the School of Education, local authorities and schools. To facilitate the development of this relationship, this handbook will provide an overview of the Programme and an indication of the purpose of each School Experience that the students undertake during the B.A./B.Ed. (Hons.). In addition, you will find useful information about the criteria we use for assessment of each School Experience, as well as various procedures and documents associated with the programme. School Experience provides students with the opportunity to carry out a journey of personal and professional development within an educational setting. School mentors and university tutors, working in collaboration, have a crucial part to play in supporting our students progress to meet the required standard. The B.A/B.Ed. (Hons.) Programme team would like to take this opportunity to thank all who are involved in preparing and supporting our student teachers. Throughout this document, the term school is used to indicate all educational settings (primary school, nursery attached to school, independent pre-school centre) in which students undertake placement; the term teacher refers to all professionals with whom students work while on placement. 3

4 Partnership Between School and University Planning and partnership between school and university are fundamental to the students experience. To facilitate the development of this relationship, the following information is intended to provide an indication of the purpose of each School Experience to all participants. The aim of the B.A./B.Ed. (Hons.) Programme is to guide and support the development of reflective, self-critical primary school teachers, capable of engaging perceptively and effectively in the work of their early professional years with commitment to appropriate values, understanding, knowledge, competences and continuing professional progress. Throughout the four-year course, School Experience inputs and placements are designed progressively around the Standard for Registration (SfR). This Standard clearly states what is required of all new teachers, thus providing benchmarks for students to measure their developing abilities. Full details of SfR can be accessed on the General Teaching Council (GTCS) website: 4

5 Standard for Provisional Registration 1. Professional Values and Personal Commitment Social justice Embracing locally and globally the educational and social values of sustainability, equality and justice and recognising the rights and responsibilities of future as well as current generations Committing to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation Valuing as well as respecting social, cultural and ecological diversity and promoting the principles and practices of local and global citizenship for all learners Demonstrating a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future Integrity Demonstrating openness, honesty, courage and wisdom Critically examining personal and professional attitudes and beliefs and challenging assumptions and professional practice Critically examining the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice Trust and Respect Acting and behaving in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community Providing and ensuring a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing Demonstrating a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning Professional Commitment Engaging with all aspects of professional practice and working collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality Committing to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice 2. Professional Knowledge and Understanding 2.1 Curriculum Have knowledge and understanding of the nature of the curriculum and its development Develop an understanding of the principles of curriculum design and the contexts for learning Know about and understand the processes of change and development in the curriculum Develop an awareness of connections with other curricular areas, stages and sectors Have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum Acquire knowledge and understanding of theory and practical skills in curricular areas, referring to local and national guidance Understand how to match the level of curricular areas to the needs of all learners Understand the importance of using and designing materials for teaching and learning to stimulate, support and challenge all learners Know how to develop realistic and coherent interdisciplinary contexts for learning, particularly in relation to sustainability Have knowledge and understanding of planning coherent and progressive teaching programmes Know how to plan for effective teaching and learning across different contexts and experiences 5

6 Know and understand how to justify what is taught within curricular areas in relation to the curriculum and the relevance to the needs of all learners Have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning Know how to promote and support the cognitive, emotional, social and physical wellbeing of all learners in their care, and show commitment to raising these learners expectations of themselves Know how to apply knowledge and understanding of areas of the curriculum which contribute to personal and social development and health and wellbeing Have knowledge and understanding of current guidance on the use of digital technologies in schools and know how to use digital technologies to enhance teaching and learning Know and understand the content of the curriculum in relation to literacy, numeracy and health and wellbeing as set out in national guidance Know and understand the methods and underlying theories for effective teaching of literacy, numeracy and health and wellbeing; and select the most appropriate methods to meet all learners needs Have knowledge and understanding of current educational priorities such as learning for sustainability Have knowledge and understanding of the principles of assessment, recording and reporting Know and understand that the principles of assessment, recording and reporting are integral to the process of teaching and learning Know and understand how to use the principles of assessment, record assessments appropriately, use assessment information to review progress, inform teaching and learning, identify next steps and produce clear, informed and sensitive reports 2.2 Education Systems and Professional Responsibilities Have knowledge and understanding of the principal features of the education system, educational policy and practice Develop an understanding of the principal influences on Scottish education and develop awareness of international systems Develop an understanding of current, relevant legislation and guidance such as the Standards in Scotland s Schools Act (2000), Education (Additional Support for Learning) (Scotland) Act 2004, the Equality Act 2010 and GIRFEC Develop an understanding of the legal and professional aspects of a teacher s position of trust in relation to learners Have knowledge and understanding of the schools and learning communities in which they teach and their own professional responsibilities within them Develop an understanding of the sector and schools in which they are working, including: the role of education authorities, the organisation and management of schools and resources, improvement planning, professional review and development and how these connect to teachers professional practice Have a working knowledge of the teacher s contractual, pastoral and legal responsibilities Have an awareness of and respect for a school s distinctive ethos Have an understanding of the roles and responsibilities of all staff within the learning community 2.3 Pedagogical Theories and Practice Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices Have knowledge and understanding of the stages of learners cognitive, social and emotional development which they are able to use to take account of all learners needs Have knowledge and understanding of learning theories and the importance of these in planning, teaching and learning Have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected Have knowledge and understanding of the importance of research and engagement in professional enquiry 6

7 Know how to access and apply relevant findings from educational research Know how to engage appropriately in the systematic investigation of practice 3. Professional Skills and Abilities 3.1 Teaching and Learning Plan coherent, progressive and stimulating teaching programmes which match learners needs and abilities Plan appropriately for effective teaching and in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work Communicate effectively and interact productively with learners, individually and collectively Model appropriate levels of literacy and numeracy in their own professional practice Use communication methods, including a variety of media, to promote and develop positive relationships and to motivate and sustain the interest of all learners Communicate appropriately with all learners, and promote competence and confidence in literacy Demonstrate effective questioning strategies Communicate the purpose of the learning and give explanations at the appropriate level(s) for all learners Stimulate learner participation in debate and decision-making about issues which are open-ended, complex, controversial or emotional Reflect on the impact of their personal method of communication on learners and others in the classroom Employ a range of teaching strategies and resources to meet the needs and abilities of learners Demonstrate that they can select creative and imaginative strategies for teaching and learning appropriate to learners as individuals, groups or classes Demonstrate that they can select and use a wide variety of resources and teaching approaches, including digital technologies and outdoor learning opportunities Demonstrate the ability to justify and evaluate professional practice, and take action to improve the impact on all learners Have high expectations of all learners Develop tasks and set pace of work to meet the needs of learners, providing effective support and challenge, seeking advice appropriately Demonstrate an awareness of barriers to learning, recognising when to seek further advice in relation to all learners needs Work effectively in partnership in order to promote learning and wellbeing Ensure learners contribute to planning and enhancement of their own learning programmes Demonstrate an ability to work co-operatively in the classroom and the wider learning community with staff, parents and partner agencies to promote learning and wellbeing 3.2 Classroom Organisation and Management Create a safe, caring and purposeful learning environment Plan and provide a safe, well organised learning environment, including effective use of display Make appropriate use of available space to accommodate whole- class lessons, group and individual work and promote independent learning Use outdoor learning opportunities, including direct experiences of nature and other learning within and beyond the school boundary Organise and manage classroom resources and digital technologies to support teaching and learning Know about and be able to apply health and safety regulations as appropriate to their role Develop positive relationships and positive behaviour strategies Demonstrate care and commitment to working with all learners Demonstrate knowledge and understanding of wellbeing indicators 7

8 show awareness of educational research and local and national advice, and demonstrate the ability to use a variety of strategies to build relationships with learners, promote positive behaviour and celebrate success Apply the school s positive behaviour policy, including strategies for understanding and preventing bullying Know how and when to seek the advice of colleagues in managing behaviour Demonstrate the ability to justify the approach taken in managing behaviour 3.3 Pupil Assessment Use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning Use a range of approaches for formative and summative assessment purposes, appropriate to the needs of all learners and the requirements of the curriculum and awarding and accrediting bodies Enable all learners to engage in self-evaluation and peer assessment to benefit learning Record assessment information to enhance teaching and learning Use the results of assessment to identify strengths and development needs which lead to further learning opportunities 3.4 Professional Reflection and Communication Read and critically engage with professional literature, educational research and policy Read and analyse a range of appropriate educational and research literature Use what they have learned from reading and research to challenge and inform practice Engage in reflective practice to develop and advance career-long professional learning and expertise Reflect and engage in self evaluation using the relevant professional standard Adopt an enquiring approach to their professional practice and engage in professional enquiry and professional dialogue Evaluate their classroom practice, taking account of feedback from others, in order to enhance teaching and learning Engage where possible in the processes of curriculum development, improvement planning and professional review and development Work collaboratively to share their professional learning and development with colleagues Maintain a record of their own professional learning and development, culminating in an Initial Professional Development Action Plan 8

9 Programme Design The B.A. (Hons.) Education was developed in response to the national debate and government priorities that emerged following the publication of Teaching Scotland's Future - Report of a review of teacher education in Scotland (Donaldson, 2010), the Scottish Government s response to this report (Scottish Government, 2011) and the General Teaching Council for Scotland s response (GTCS, 2011). All of the above made it clear that the traditional B.Ed. should be phased out and replaced by degrees with at least some elements of study being from wider university provision as opposed to residing exclusively with Schools of Education. National discussions, as well as statements by the Education Secretary Michael Russell, also emphasised the requirement for new undergraduate ITE programmes to include clear elements of study designed to ensure that students develop high levels of skills in, and understanding of, Literacy, Numeracy, Science and Modern Foreign Languages. Specifically, Donaldson stated that teacher education degrees should combine indepth academic study in areas beyond professional studies (Donaldson, 2010, p.88) and that increased emphasis should be given to ensuring that primary students have sufficient understanding of the areas they are expected to teach (Donaldson, 2010, p.89). The B.A. Education has an emphasis on academic study during levels 7 and 8, leading to a more focused consideration of the professional and pedagogical considerations linking theory with practice at levels 9 and 10. Students have the opportunity to construct a degree that complements their skills and interests whilst fitting well with current and emerging national priorities (Health and Wellbeing, Literacy, Mathematics, MFL and Science). Should they wish, students focus on specialisms from Year 1 to Year 4; if they prefer, they adopt a pick-and-mix approach. In years 9 and 10, a focus on specialisms leads to named awards: B.A. (Hons) Education with Health and Wellbeing B.A. (Hons) Education with Literacy B.A. (Hons) Education with Mathematics B.A. (Hons) Education with MFL B.A. (Hons) Education with Science. The programme has a much wider choice of options than was available in the former B.Ed. programme. Students should be able to develop their particular area of interest and to some extent tailor their degree to fit with the employment market in education (and other areas). There is broadened language provision in the B.A. in Education: Modern Foreign Languages are core. The decision to include MFL was prompted largely by the publication of Language Learning in Scotland: A 1+2 Approach (Scottish Government, 2012), which states the intention that all primary school children should become competent users of their first and two more languages. In Year 1, students opt to study one of three MFLs (French, Spanish or German). Should students wish, there is the opportunity to continue the study of the MFL in Year 2. 9

10 Programme Outline The B.A./B.Ed. (Hons.) Programme aims to develop a range of core professional interests and requirements for student teachers as specified below: taking a professional responsibility for enabling all young people to become confident individuals, responsible citizens, successful learners and effective contributors; having a secure knowledge and understanding of the subject area(s) for which they will be responsible; managing pupil behaviour and the classroom effectively and promoting positive behaviour and respectful relationships in school; being accountable for contributing to the education of the whole child or young person, and taking professional responsibility for developing the personality, talents and mental, spiritual and physical attributes of each child or young person; engaging with current educational issues and contributing to the processes of curriculum research and development, staff development and school development; undertaking a range of approaches to teaching to facilitate the learning of pupils, including the appropriate use of information and communications technology (ICT); having confidence in their role in supporting and protecting children, including identifying where children need help and understanding the steps to take in line with child protection procedures; understanding the legal and professional aspects of a teacher s position of trust in relation to pupils and the use of extreme caution when using any form of technology that may be detrimental to their professional conduct as exemplified in the GTCS Code of Professionalism and Conduct (GTCS, 2012). The use of social media tools to make any comments related to School Experience that might be deemed by other interested parties to be unprofessional or inappropriate should be avoided at all times; promoting equality of opportunity among all people in an inclusive society, and actively taking steps to counter discrimination; promoting the learning of those pupils who encounter barriers to learning, including those who are in need of additional support in particular areas of the curriculum; and those with emotional and behavioural difficulties; reporting the success and progress of pupils to parents and other interested parties; taking responsibility for, and being committed to, professional development arising from professional enquiry and reflection of their own and others professional practices, and being involved in collegial professional development with colleagues; using research and other forms of valid evidence to inform choice, change and priorities in promoting educational practices and progress; 10

11 relating appropriately as developing professionals to other teachers, colleagues from other professions, and agencies in support of the pupils; and gaining experience of working collaboratively with them; undertaking administrative duties as required in a school. 11

12 Trimester 1 B.A. 1 SCQF Level 7 B.A. 2 SCQF Level 8 B.A. 3 SCQF Level 9 B.A. 4 SCQF Level 10 Literacy for Sustainable Development Integrated Wellbeing School Dissertation Understanding Experience Action Middle and Research Situated Communication Integrated Arts Pre-school Learner in Upper (double One week school Context (double module) experience Pre-school placement module) (four weeks) Middle Mathematics MFL Inter-professional Working Educational Research school for (French, Serial days in school Methods placement Understanding German (five weeks) or Spanish) Trimester Society and Lifestyles Professional English and Critical Analysis of Leadership of Learning 2 Mathematics Teaching Middle school placement (six (focus on HWB, weeks) Literacy, Languages, Mathematics, or Science) Mathematics MFL Education Option Pedagogy and Theory in Educational for (French, Science in Society Practice Studies Understanding German The Arts or Mathematics Spanish) Children s Literature Learn to Move Controversial Issues and Citizenship Option General Option Early School School Experience Middle Develop a Physical MFL (French, German or Experience and Upper (double module) Lifestyle Spanish) Early school placement Upper school placement Digital Technology Scottish Studies (six weeks) (seven weeks) Sequences and Patterns Bilingualism Scientific Investigation Scientific Investigation Digital Technology Develop a Physical Lifestyle The Scottish Credit and Qualifications Framework (SCQF) has 12 levels. The different levels indicate the level of difficulty of a particular qualification. Level Descriptors outline the general outcomes of learning at each SCQF level. This allows broad comparisons to be made between qualifications and learning and allows learners, employers and the public in general to understand the range of skills and learning that should be achieved at each level. The B.A. Programme progresses from level 7 to level

13 Complementary Roles of School and University The role of the school is: to provide a supportive and reflective context in which the SfR can be developed; to assist in developing the SfR by observing students practice and providing professional support and advice; to provide opportunities for students to observe teachers modelling good teaching practice; to make specific contributions to the teaching of certain aspects of the SfR, e.g., introducing students to school-wide issues, policies, planning, assessments, etc; to provide weekly feedback to students related to strengths, areas for development or causes for concern, using the Personal Record of Progress (PROP) form. The role of the University is: to provide a supportive and reflective context in which students competences will flourish; to develop the understanding, skill and attitudes of students with respect to the SfR; to assist and approve students target-setting for each placement arising from their ongoing reflection through their e-portfolios; to share with schools during placement in the development of the SfR, observing and assessing students, demonstrating and modelling skills, where appropriate, and by supporting and advising. The Role of Student Teachers in School School Experience allows students the opportunity to work with teachers and other professionals in school to benefit their growing knowledge and understanding of the learning and teaching process. Working in a collegiate manner with members of the school team is a vital aspect of School Experience where students are expected to act at all times in a professional manner. The following advice provides some practical guidance on procedures and protocols within the school setting for all year groups. Students should be in school each day in sufficient time to consult with the class teacher and any other members of the school team. This should never be later than 8.30 am, and often much earlier. Students should be able to remain in school at the end of the school day. They should adopt working patterns that mirror those of colleagues in school. Students should organise sufficient time at the beginning and the end of the day to assist the teacher in practical matters, and to discuss issues of relevance. 13

14 Dates of school in-service or professional development activities should be checked by students and clarification sought concerning whether they may attend these sessions. If the Head Teacher feels attendance is not required, students may use this time for work in the University or in school. In terms of dress code, students should be comfortable but also smart and professional. Students should use their discretion. Schools can differ in their preferences. Sensitivity to the demands of the individual school is required here. On pre-visit days, students should arrive in good time and report to the School Office. It is likely that the Head Teacher or one of the Senior Management Team will provide students with some details about the school before they are introduced to their class. Although the school is provided with School Experience information prior to the visit, students should arrive prepared with the relevant information in their School Experience File, which they should share with their class teacher. Students and schools will be issued with an overview sheet outlining the requirements of the placement. A copy of the placement overview should be given to the Class Teacher at the pre-visit. As students get to know the school and the class, they should build a profile of this information in their School Experience File. This includes objective information related to the resources of the school, staff numbers, children, visiting specialists, and parental involvement. It is important that students gradually become members of the school team. Interaction within the staffroom is a valuable aspect in terms of students professional development. Class teachers should help students understand the protocols within the staffroom, such as payment for coffee, seating arrangements and staff meetings. Confidentiality in school is vital. Information regarding pupils and their progress should be regarded in a professional manner and should not be discussed in other settings. Reference to children s surnames should not appear in the School Experience File. It is the responsibility of students to become familiar with the Child Protection Policy, to identify the Child Protection Officer and complete their Health and Safety Checklist. If students are absent from school, they must ensure that the school is informed before 9 am ( am). They should contact their university tutor to report their absence, and, where possible, when they expect to be able to return to school. If attendance falls below 75% for any aspect of the programme, students will not normally be eligible to undertake School Experience. The University of the West of Scotland has a duty of care to the children B.A./B.Ed. students teach. A good level of attendance in all aspects of the programme is considered an indicator of students preparedness to go out on School Experience. 100% attendance is expected during School Experience. If students are absent for 25% or more of their School Experience, they will need to repeat their placement in August/September, as the requirements of the placement will not have been met. If absent due to illness, students may consider applying for mitigation; information can be accessed on Moodle. 14

15 If, as a result of personal circumstances, students are considering withdrawing from placement, it is vital that they contact the School Experience Tutor, School Experience Co-ordinator, or Programme Leader. A meeting should be arranged before making the final decision to withdraw from placement. When students withdraw themselves from placement, they fail the module. In line with University regulations, students are entitled to a second (and final) attempt at school experience. Prior to undertaking the retrieval placement, students will be asked to meet with their new school experience tutor, to discuss strategies for success in the placement. When taking lessons in Physical Education, the class teacher must supervise students. Similarly, when students are going on school outings or local walks with the children, they must be accompanied by a class teacher. Non-Contact Time: Please note that students will follow the class programme rather than the teacher s routine. Thus, students will stay with the class at all times even when the McCrone teacher or visiting specialist has responsibility for the class. Even when students have continuous responsibility for the class, this arrangement will continue. Students are not required to plan or implement lessons at these times but should liaise with the McCrone/visiting teacher and assist in the delivery of lessons, or observe, as is deemed most appropriate. 15

16 School Experience Procedures and Guidelines Throughout each School Experience, there are generic procedures and guidelines that are required of students. These relate specifically to: The School Experience File School Experience Assessment Procedures The School Experience File keep an up-to-date School Experience File that should be accessible to teachers and school management teams every day of placement. The School File should contain the following elements. Students can access a file checklist specific to the placement. Content School Experience Information School name and contact details Class teacher and contact details Tutor and contact details Class Information Class list Layout Groups Resources Planning and Assessing Planning (Long Term / Weekly / Daily / Lessons) Additional information Pupil assessment (for every taught lesson) Hard evidence (examples to support pupil assessment) Self-evaluation (for every taught lesson, clear link to SfR) Professional Development Personal record of progress (one for every week of placement) Personal development plan (action plan, one paragraph per week) Health and safety checklist PVG Previous school reports 16

17 School Experience Assessment Procedures A tutor or class teacher may assess students formatively or summatively, depending on the specific School Experience. School Experience School Tutor PROP Formative Summative Summative B.A. 1 Schools write a formative report at the end of the block placement. (This module is also assessed by a written assignment, comprising reflection on placement experiences.) B.A. 2 Tutors assess students summatively towards the end of the placement. Schools use the weekly PROP form to provide formative feedback at the end of each week and assess students summatively at the end of School Experience. B.A. 3 Pre-school B.A. 3 Early School Schools use the weekly PROP form to provide formative feedback at the end of each week and assess students formatively at the end of School Experience. (This module is also assessed through an oral presentation /assignment.) Tutors assess students summatively towards the end of the placement. Schools use the weekly PROP form to provide formative feedback at the end of each week and assess students summatively at the end of School Experience. (This module is also assessed by an assignment based on reflection on professional development and policy into practice.) B.Ed 4 Tutors assess students summatively towards the end of the placement. Schools use the weekly PROP form to provide formative feedback at the end of each week and assess students summatively at the end of School Experience. Personal Record of Progress Students complete a Personal Record of Progress (PROP) form on a weekly basis; they should first identify their own strengths and development needs, and then share the PROP form with the class teacher who signs and dates it, making any relevant additional comments indicating particular strengths and areas for development. These forms should be kept in the placement file and are an early indicator of recognised strengths and weaknesses. The University encourages teachers to highlight any concerns at the earliest opportunity, so that students can take steps to address any issues arising. If the school has any concerns about the progress of students, please contact University staff at the earliest opportunity. Students should contact their tutor if any concerns are indicated. Students are required, throughout their time at University, to use personal development planning (PDP). The evidence gathered in their weekly Personal Record of Progress, while on placement, should also assist with this. 17

18 Placement Report In B.A. 1 (whole school) and B.A. 3 (Pre-school), schools complete a formative report, focusing on students strengths and development needs. A copy of the formative report should be given to students and also sent electronically to the School Experience Secretary, Frances Muir (frances.muir@uws.ac.uk). Each School Experience, with the exception of B.A. 1 and B.A. 3 Pre-school, is assessed summatively by both the school and the tutor, using the same reporting format. The summative report may be completed by hand or electronically. The online pro-forma can be downloaded from the School of Education website under the Partnership tab. Students should be assessed with an overall grade of satisfactory or unsatisfactory against the eight areas from the SfR. Consideration should be given to their stage in the ITE programme. Unsatisfactory progress should be clearly communicated to students and substantiating evidence provided in the report. Please note that if students do not achieve the required number of Satisfactory grades between the school report and the tutor report, then this results in a failed placement. Sharing advice given in the summative report by the school, and the tutor, is very helpful to students in setting goals for the future. The report is also vital to ensure a complete assessment profile by the University. It would therefore be appreciated if the school report could be sent to the School Experience Secretary, Frances Muir, as an attachment to frances.muir@uws.ac.uk by the given date. The student should also ensure that they have a copy of the school report. School Experience Contacts Contact can be made at any time by and, if required, further contact can be arranged. Jennifer Ellis Programme Leader jennifer.ellis@uws.ac.uk Louise Barrett Senior Lecturer, Initial Teacher Education louise.barrett@uws.ac.uk Yvonne White School Experience Co-ordinator yvonne.white@uws.ac.uk Frances Muir School Experience Secretary frances.muir@uws.ac.uk School Experience Tutor Students will be able to provide contact details for their school experience tutor. 18

19 B.A./B.Ed. (Hons.) Placement Timetable B.A. 1 1 week Whole school 9 th -13th November 2015 B.A. 2 8 Serial days Whole school 22 nd and 29 th October th, 12 th,19 th and 26 th November rd and 10 th December weeks P st March 1st April th April 13 th May2016 (Placement split by Easter holiday) B.A. 3 5 serial days Pre-school 21 st and 28th October th,11 th and 18th November weeks Pre-school (including 5 days in P. 1) 23rd November 11th December weeks P nd February 1st April 2016 B.Ed. 4 8 weeks P th October 11th December serial days School choice 4 th, 11 th, 18 th and 25 th February rd, 10 th, 17 th and 24 th March 2016 Paperwork pro-formas, placement overviews and benchmark checklists for placements will be available, along with this booklet in the Placement sites on Moodle. 19

20 B.A. 1 Placement Information B.A.1 students undertaking the first week-long placement should be prepared to engage in intensive interactive observation. In university, they have attended a programme of lectures and workshops and engaged in group learning activities, which have introduced them to key concepts in the areas of Literacy, Mathematics and Situated Communication. During placement, they are expected to reflect on their knowledge and skills in these areas. B.A.1 Thumbnail Sketch Placement Stages P.1-7 active observation (one week), with an emphasis on English and Mathematics Dates of Placement 9th 13th November 2015 Overview of Placement Requirements of Placement Continuous Days of Responsibility Tutor Visit/ Assessment In pairs, students undertake a one-week placement in a school, observing and reflecting on protocols, processes, demands and expectations of the primary school environment. They interactively observe the teaching of English and Mathematics across a range of stages. They identify their individual interpersonal strengths and challenges, preferences and responses and reflect upon how effective these may be in fulfilling the demands of specific environments. During B.A. 1 placement, students: interactively observe the routines and teaching of teachers in a range of classes in the host school; collate and reflect upon a range of pertinent information, such as class routines and teaching approaches, specifically in the context of English and Mathematics; develop and reflect on their interpersonal communication with pupils and colleagues; evaluate their peer s interpersonal communication with pupils and colleagues; build up confidence and experience through interacting with pupils and colleagues; support learning of English and Mathematics by interacting with pupils as advised by class teachers (given the stage in their professional development, they are not required to plan lessons); develop the process of personal development planning. No continuous days. No tutor visit. Placement is assessed by written assignment comprising reflection on students placement experiences. 20

21 B.A. 1 Placement Overview Dates 9 th 13 th November 2015 Responsibility Week 1 Spend time in a range of classes Support pupil learning (under guidance of class teacher) Engage in self and peer assessment Complete focused observation tasks Policies and Procedures Observation and Reflection Students should become familiar with significant classroom and school routines. reflect on and record their observations throughout the placement. This will be linked with core modules of the programme. Planning No planning is required during this initial placement. Assessment and Evaluation Observation Tasks Complete 4 tasks related to the Mathematics for Understanding module Complete 4 tasks related to the Literacy for Understanding module Assessment Tasks Observe, record and provide feedback to peer Tutor Support There will be no identified tutor for this short placement. Observation There will be no tutor visit for this short placement. The class teacher (or appropriate staff member) is expected to compile a short assessment report on behalf of the school. This should be discussed with the student before the end of the placement. A digital copy should be sent to the School Experience Secretary. Absence Contact If a student is unable to attend school at any time they should contact the school between 8.30 am and 8.45 am. Ideally students will attend 100% of possible placement days. They are required to complete 75% of possible days to successfully complete the placement. There are a number of School of Education staff available to contact should you have any questions or concerns. Jennifer Ellis Programme Leader jennifer.ellis@uws.ac.uk Louise Barrett Senior Lecturer, Initial Teacher Education louise.barrett@uws.ac.uk Yvonne White School Experience Co-ordinator yvonne.white@uws.ac.uk Frances Muir School Experience Secretary frances.muir@uws.ac.uk School Experience Tutor Students will be able to provide contact details for their placement tutor. 21

22 B.A. 2 Placement Information Between 2 and 4 students are placed in the same school. During the serial days, students observe and support the teaching of Literacy and English, Numeracy and Mathematics. They also undertake a series of tasks related to three modules. For the block placement, each student is placed in her/his own class. B.A. 2 Thumbnail Sketch Placement Stages P.4 5 Dates of Placement Overview of Placement Serial days: one day per week (Thursday): 22 October 10 December Block placement: 21 March 1 April 2016 and 18 April 13 May 2016 Between 2 and 4 students are placed in the same school. During the serial days, students observe and support teaching, specifically, but not exclusively, in Language and Mathematics in middle primary. They also undertake a series of tasks related to three modules. For example, they produce a map of the school grounds and/or locality; research local industries and businesses; investigate local technological impact; explore the visual and performing arts within and beyond the school; observe inter-professional working within the school. For the block placement, each student is placed in her/his own class. At this stage in their professional development, it is appropriate that students teach only the CfE outcomes of English and Mathematics (in English, Mathematics and inter-disciplinary lessons). Requirements of Placement Continuous Days of Responsibility Tutor Visit/ Assessment During B.A. 2 middle school placement, students: create and maintain a School Experience File. This should be available to the class teacher at any point during the placement; gain more understanding of grouping arrangements; gain more understanding of how children learn and consider various approaches to learning and teaching; develop the ability to plan for learning, making use of individual lesson plans. Some lessons may stand alone while others may be part of a sequence; assess learning, identify next steps and record their findings; plan, implement, assess and evaluate a balanced teaching and learning programme in English, Mathematics and inter-disciplinary lessons; extend their responsibility over time; evaluate peer(s) and self. No continuous days. Consecutive lessons as often as possible. Tutor visit, ideally in second last week of placement. 14 Satisfactory grades (combination of tutor s and class teacher s grades) required for a satisfactory placement. 22

23 B.A. 2 Placement Overview Dates Responsibility (This indicates the minimum level of responsibility.) Serial days: one day per week (Thursday): 22 October 10 December Block placement: 21 March 1 April 2016 and 18 April 13 May 2016 Weeks 1 and 2 Take responsibility for teaching a group in Mathematics and Language Plan and implement one lesson per day Weeks 3 and 4 Take responsibility for whole class teaching in Mathematics and Language (or other Curricular area where the focus of the learning is on Mathematics or Language) Plan and implement one lesson per day Weeks 5 and 6 Take responsibility for whole class teaching (as above) Plan and implement two lessons per day Policies and Procedures Observation and Reflection Planning (A lesson is a period of learning.) As early as possible in the placement, students should become familiar with significant school policies and routines. Knowledge and understanding of policies and procedures should be evident in daily practice. On the first day of the placement, the focus should be on familiarisation and observation. reflect on and record their observations throughout the placement. This will be done within daily plans and lesson plans. Weekly Plan Record the curricular areas for every lesson Indicate the lessons they will plan and teach Daily Plan Record curricular area, CfE code, title and brief outline for every lesson Indicate if they will teach, assist or observe during each lesson Comment on what they have learned from observing or assisting the class teacher Lesson Plan Plan each taught lesson 2 days in advance Complete each section of the planning document in appropriate detail Follow the guidance within the planning document Assessment and Evaluation Lesson Plan Take short notes on teaching and learning throughout the day and use this information to support the recording of pupil assessment at the end of each day Make explicit reference to learning intentions and success criteria Reflect, in depth, on one previously identified aspect of their teaching Personal Record of Progress Identify strengths and areas for development on a weekly basis Discuss and agree strengths and areas for development with the class teacher 23

24 Personal Development Plan Targets Create an action plan in relation to specific areas of the Standard for Registration, detailing targets for each week of the placement Reflect on the progress made towards set targets Make links to relevant educational policy, principles, pedagogical theories and research Tutor Support Observation (3 or more U grades in total would result in a failed placement.) The tutor will arrange to meet with the student before the placement begins and after the first two weeks of placement. The visit should take place during the second last week of the placement. The student or the teacher can make contact with the tutor, or identified University staff, at any time throughout the placement. It is always best to discuss any concerns at the earliest possible time. The tutor will observe the student for approximately one hour. The tutor will then have dialogue with the class teacher. This discussion will focus on the progress that the student has made during the placement, the quality of the observed lesson and any areas that remain unsatisfactory. The class teacher would be expected to give an indication of the grades that will be awarded within the school report. The student will have responsibility for the class when the tutor is speaking to the class teacher. On the day of the visit, the student will receive notification of the grades awarded by the tutor for each area of the Standard for Registration. This is followed up with a full written report within 5 working days. It would be good practice for the student to share this with the class teacher. The class teacher (or appropriate staff member) is expected to compile an assessment report on behalf of the school. This should be discussed with the student before the end of the placement. A digital copy should be sent to the School Experience Secretary. Absence Contact If a student is unable to attend school at any time they should contact the school between 8.30 am and 8.45 am. Ideally students will attend 100% of possible placement days. They are required to complete 75% of possible days to successfully complete the placement. There are a number of School of Education staff available to contact should you have any questions or concerns. Jennifer Ellis Programme Leader jennifer.ellis@uws.ac.uk Louise Barrett Senior Lecturer, Initial Teacher Education louise.barrett@uws.ac.uk Yvonne White School Experience Co-ordinator yvonne.white@uws.ac.uk Frances Muir School Experience Secretary frances.muir@uws.ac.uk School Experience Tutor Students will be able to provide contact details for their placement tutor. 24

25 B.A. 3 Placement Information - Pre-school Students work co-operatively with pre-school colleagues to gain further knowledge and understanding of the sector. Mentors could support the students in working towards their periods of responsibility by helping them to understand and manage the routines and practices of the centre, enabling them to work with individuals and groups, identifying a group of children with whom students will work and providing them with the opportunity to plan learning stories. B.A. 3 Thumbnail Sketch Placement Stages Pre-school Dates of Placement Serial days: 21, 28 October, 4, 11 and 18 November 2015 Block placement: 23 November 11 December 2015 Overview of Placement Requirements of Placement Continuous Days of Responsibility Tutor Visit/ Assessment Students work co-operatively with pre-school colleagues to gain further knowledge and understanding of the sector. This is an observational, reflective, participative and evaluative experience that allows further understanding of the roles and responsibilities of the pre-school educator, and affords opportunities for students to assist with and contribute to the work carried out by pre-school staff. Students develop a learning episode in the final week. During the period of placement (21 October 11 December), students spend five days interactively observing and supporting learning in a primary one class. During B.A. 3 pre-school block placement, students: develop an understanding of the pedagogy that informs practice in early childhood education and care establishments; develop the ability to progress children s learning by collaborating as part of the early childhood education and care team; apply their knowledge of early years principles and practice i.e. active learning, responsive planning; reflect on the role of the nursery teacher/lead practitioner; recognise the importance of working in partnership with parents; identify the roles of professionals working in integrated children s services. Full participation in on-going contexts in the first five days in pre-school. Increasing responsibility for own learning episodes in the final two weeks of placement. No tutor visit. Placement is assessed by written assignment comprising aspects of school experience file, and school report. 25