B3 (iv): Placement Overview: During the placement experience the University Liaison Tutor (LT) for your placement institution will make contact with the ITT Mentor and trainee. The typical pattern of visits is: Placement Type of visit 1 2a 2b 3a 3b End of 3 Alternate Mentor Training Visit undertaken by the school liaison tutor with the Professional Mentor, ITT Mentor(s) and Trainee(s), to establish expectations, ensure all mentors are clear in their role and to identify and resolve any early issues. In school Direct Partnerships or schools with a limited number of trainees, this may involve bringing schools and trainees together across a cluster and the training to be hosted in one school. (2 hours) Co-observation visit undertaken by the Liaison Tutor with the ITT Mentor including observation of the mentor s feedback to the trainee. The visit will also include monitoring of target setting and scrutiny of trainee files (school experience and the QTS Training and Development file), progress to date, etc. (2 hours). Note: where there is an issue with a trainee s subject knowledge that requires additional input from a subject specialist at LJMU, this may be agreed between the ITT Mentor and Liaison Tutor. Email/phone contact with Professional Mentor and trainees to ensure expectations are clear and an appropriate training experience is being provided, which meets the trainees needs. SD trainees may be visited by a representative from their consortium. Co-observation visit undertaken by the school liaison tutor with the ITT Mentor including observation of the ITT mentor feedback to the trainee. The visit will also include monitoring of target setting and scrutiny of trainee files (school experience and the QTS Training and Development file), progress to date, etc. (2 hours) Triangulation Visit: to discuss progress against the Teachers Standards, focusing on the NWC Trainee Tracking document and sampling evidence (Teaching and Training Files) to confirm that all standards have been met for recommendation for QTS. An indicative final grade will be discussed, based on the evidence presented by the trainee (2 hours) Review meeting undertaken by the school liaison tutor with Professional Mentor to evaluate school-based training and forward planning for the subsequent year. (1 hour) Note: Additional visits may be required where a trainee is following an Intervention Action Plan as part of the Partnership s Additional Support Framework and/or where there is an identified training issue in the school.
Teaching expectations. Please note these are guidelines only and should be adapted. For instance within some Direct consortia, where training also takes place in school and the number of teaching days is thus reduced and for trainees specialising in Maths or PE. Teaching expectations in 1 ( school) Trainees are expected to arrive at least 30 minutes before the start and remain on site until at least 30 minutes after the end of the school day under the direction of the Professional and ITT Mentor. Where appropriate, trainees should attend all staff meetings during the phase, including briefings, staff meetings and phase meetings. 1 provides an opportunity for trainees to observe across the school and where possible take advantage of other opportunities for instance a focus on EAL, SEND. This phase of training is not formally assessed. Classroom based activity (weekly) Where trainees focus on learning within their host school. Assuming a typical school timetable of approximately 25 hours of lessons per week, trainees should spend a minimum of 15 hours per week (directed by the ITT Mentor) of classroom 1 based activity, including: Solo teaching: Trainees are not generally expected to teach full lessons during 1 but may do so if they and their mentor agree. Team teaching: Under the direction of the ITT Mentor trainees should expect to begin to deliver elements of whole class inputs (e.g. demonstrations, starter and/or plenary activities, etc.): between 2 to 5 hours per week from Week 2. All trainees should engage with the teaching of Phonics. Observation: Formally recorded lesson observations of staff within the host school: minimum of one per day from Week 1 to the end of the phase.trainees should observe across the 3-7 age range. Supporting: When a trainee is not undertaking team teaching or formal observation, they should focus on supporting individuals and groups under the direction of the classroom teacher Pastoral: During 1 trainees should participate in all activities, including assemblies, PSHE lessons, etc. Non-contact time (weekly) During the times where a trainee is not formally engaged with classroom based activities, they should divide their time between Class: Gathering resources and preparing for teaching the school s schemes/units of work in 2. Trainees should attempt all activities that they will be expecting to teach in order to identify gaps in knowledge and become familiarised with the equipment and environment that they will be using. Whole school: Participating in activities directed by the Professional Mentor (e.g. the school s mentoring programme), gathering information about the institution (e.g. policies, handbooks, etc.). 1 Note: classroom is used to refer to the normal learning environment for lesson and includes gym or other sports facilities, laboratories, studios, workshops, kitchens, etc.
Teaching expectations in 2a ( ) Trainees are expected to arrive at least 30 minutes before the start and remain on site until at least 30 minutes after the end of the school day under the direction of the Professional and ITT Mentor. By the end of Week one of 2, trainees should be following the timetable set by the ITT Mentor in 1. Trainees should fully participate in the school life and culture, including attending events outside of the normal school day. Arrangements may vary for Direct trainees. Classroom based activity (weekly) Where trainees focus on learning within their host class. Assuming a typical school timetable of approximately 25 hours of lessons per week, trainees should spend a minimum of 15 hours per week (directed by the ITT Mentor) of classroom 2 based activity, including: Solo teaching: Trainees should work towards teaching between 9 and 10 hours per week under the direct supervision of the ITT Mentor or a suitably qualified and trained class teacher (minimum of 2 formally recorded observations by the Mentor using the LJMU Lesson Analysis form).the focus during 2a is on the teaching of literacy, including phonics, and mathematics. Team teaching: Continue to team teach with the ITT Mentor (or suitably qualified and trained class teacher) to develop pedagogical skills and share in good practice. Observation: Continue to formally and informally observe good practice within (or outside) the host class, as determined by personal target setting or as directed by the ITT Mentor (minimum of one per week) Supporting: During 2a, identify an individual or group in one class and act as a learning assistant or offer technical support during the whole 2a ( ) placement focusing on inclusion. Pastoral: Continue to participate in the class assigned throughout the whole phase in the, taking a lead in activities under the direction of the class teacher. Non-contact time (weekly) During the times where a trainee is not formally engaged with classroom based activities, they should divide their time between Class: A minimum of one hour per day of the non-contact time (i.e. no lessons timetabled) should be used for planning, preparation and assessment (PPA). Opportunities to contribute to school life should be sought. Whole school: Participating in activities directed by the Professional Mentor (e.g. the school s mentoring programme). Outside the classroom/timetable: If based in KS2, seek opportunities to work with a Key stage one class (through the Professional Mentor) with a particular focus on phonics, participate with a school trip (inc. sports events) and after-school activities. 2 Note: classroom is used to refer to the normal learning environment for lesson and includes gym or other sports facilities, laboratories, studios, workshops, kitchens, etc.
Teaching expectations in 2b (Alternative and Key Stage) Trainees are expected to arrive at least 30 minutes before the start and remain on site until at least 30 minutes after the end of the school day. By the end of Week 1, trainees should have begun solo teaching. Trainees should fully participate in the school life and culture, including attending events outside of the normal school day. Classroom based activity (weekly) Where trainees focus on learning within their host class. Assuming a typical school timetable of approximately 25 hours of lessons per week, trainees should spend a minimum of 15 hours per week (directed by the ITT Mentor) of classroom 3 based activity, including: Solo teaching: Following an induction period of 4 days, trainees should work towards teaching between 9 and 10 hours under the direct supervision of the ITT Mentor or a suitably qualified and trained class teacher (minimum of 2 formally recorded observations by the Mentor using the LJMU Lesson Analysis form). Trainees are expected to begin writing Units of Work for the classes that they teach. The focus during this placement should include all aspects of the curriculum. Team teaching: Identify 2 to 3 hours per week to team teach with the ITT Mentor (or suitably qualified and trained class teacher) to develop pedagogical skills and share in good practice. Observation: Formally and informally observe good practice within (or outside) the host class, as determined by personal target setting or as directed by the ITT Mentor (minimum of one per week) Supporting: During 2b, identify an individual or group in one class and act as a learning assistant or offer technical support during the whole 2b placement focusing on inclusion. Pastoral: Continue to participate in the class assigned throughout the whole placement, taking a lead in pastoral activities under the direction of the class teacher. Non-contact time (weekly) During the times where a trainee is not formally engaged with classroom based activities, they should divide their time between Class: A minimum of one hour per day of the non-contact time (i.e. no lessons timetabled) should be used for planning, preparation and assessment (PPA). Opportunities to contribute to school life (e.g. developing learning resources) should be sought. Whole school: Participating in activities directed by the Professional Mentor (e.g. the school s mentoring programme). Outside the classroom/timetable: Seek opportunities to observe phonics in Key Stage 1, participate with a school trip (inc. sports events) and after-school activities. 3 Note: classroom is used to refer to the normal learning environment for lesson and includes gym or other sports facilities, laboratories, studios, workshops, kitchens, etc.
Teaching expectations in 3 ( ) Trainees are expected to arrive at least 30 minutes before the start and remain on site until at least 30 minutes after the end of the school day under the direction of the Professional and ITT Mentor. By the end of Week 1, trainees should have begun solo teaching. Trainees should fully participate in the school life and culture, including attending events outside of the normal school day. In 3 trainees will be expected to use data effectively to inform teaching and maintain assessment records for all of the class that they solo teach. They must show evidence of systematic experience of teaching phonics. Classroom based activity (weekly) Where trainees focus on learning within their host class. Assuming a typical school timetable of approximately 25 hours of lessons per week, trainees should spend a minimum of 15 hours per week (directed by the ITT Mentor) of classroom 4 based activity, including: Solo teaching: Trainees should begin to teach between 13 and 14 hours of lessons (across ALL subjects) under the direct supervision of the ITT Mentor or a suitably qualified and trained class teacher (minimum of 2 formally recorded observations by the Mentor using the LJMU Lesson Analysis form). Team teaching: During 3 appropriate team teaching opportunities with the ITT Mentor (or suitably qualified and trained class teacher) may be identified to respond to target setting and develop specific aspects of a trainee s practice. Observation: Formally and informally observe good practice within (or outside) the host class, as determined by personal target setting or as directed by the ITT Mentor (as appropriate) Supporting: During 3a, identify an individual or group in one class and act as a learning assistant or offer technical support during the whole 3a placement focusing on inclusion. Pastoral: Continue to participate in the class assigned throughout the whole placement in the, taking a lead in pastoral activities under the direction of the class teacher. Non-contact time (weekly) During the times where a trainee is not formally engaged with classroom based activities, they should divide their time between Class: A minimum of one hour per day of the non-contact time (i.e. no lessons timetabled) should be used for planning, preparation and assessment (PPA). Whole school: Participating in activities directed by the Professional Mentor (e.g. the school s mentoring programme). Outside the classroom: Seek opportunities to engage with (and lead) learning outside the classroom. 4 Note: classroom is used to refer to the normal learning environment for lesson and includes gym or other sports facilities, laboratories, studios, workshops, kitchens, etc.
Teaching expectations in 3b and Enrichment opportunities ( ) Trainees should fully participate in the school life and culture, including attending events outside of the normal school day. In 3 trainees will be expected to use data effectively to inform teaching and maintain assessment records for all of the class that they solo teach. The trainee s 3 timetable should be carefully constructed to complement and supplement prior experiences. By the end of 3 trainees must have evidence that they have met all the standards at both Key Stage 1 and Key Stage 2 that they have taught the full breadth of the curriculum. In consultation with their mentor trainees should identify any areas in which they lack experience and a personalised training programme should be constructed; this may mean undertaking teaching outside of the base class for instance to gain further experience of teaching phonics or foundation subjects. The 3 b) and enrichment period provides an opportunity for a more flexible approach based on individual needs. By this stage of the programme trainees and their mentors should clearly identify any areas of need and plan enhanced opportunities as appropriate. Grade 3 (requires improvement) should continue to teach their 3 timetable to provide the opportunity to improve their grade and enable them to demonstrate that they meet all of the Teachers Standards to a Good level. Enrichment activities Trainees may use the opportunity to gain experiences that they have had limited opportunity during 1 to 3, such as: Further experience of teaching Phonics; Working with SEN learners and the SENCO; Engaging with EYFS/secondary transition; Working with EAL learners; Developing resources to enhance and support the External placements Where appropriate enrichment experiences (linked to target setting and the 3 Final Review Form) cannot be delivered within the setting, trainees may arrange up to 5 days of experience in another institution. Permission must be gained from the Professional Mentor ( ) and Personal Tutor (LJMU) prior to negotiating external enrichment placements and a rationale clear, evidence-based, rationale must be presented. Note: it is the responsibility of the trainee to identify enrichment needs, and to explore and organise activities for themselves.
Trainee Files During every school placement trainees are required to keep two professional files: 1. A Placement Experience File, which will contain lesson plans, evaluations, units of work, assessment records and other documentation related to day-to-day teaching in school 2. A QTS Training and Development File. In addition to this, trainees should compile and maintain evidence (electronic or paper-based) to support the NWCTT audit against the Teachers Standards. Trainees can expect schoolbased and university-based tutors to formatively review files and to provide support in the selection of evidence to demonstrate that the Teachers Standards have been met (for recommendation for QTS). In addition files will peer assessment between s 2 and 3, are examined as part of University Liaison visits and in tutorials with the Personal Tutor. The QTS Training and Development File (see Section A4) The Placement Experience File (see also Section A4) Trainees are expected to manage their planning, resources and records for all of their solo lesson. The following points outline the contents and structure, which may be organised into one folder or and number of small files (e.g. one per group) but some elements may also be held electronically, as long as they are available for scrutiny: Front: current teaching timetable Main sections: planning, resources and assessment One section per group being taught, including the following documentation: Class list (identifying key learner data Pupil Premium, FSM, SEN, G&T, EAL learners, etc.); Photos sheets (where available through school data systems e.g. SIMS); Individual Education Plans (IEP) or Education, Health and Care Plans, where appropriate, for learners with Special Educational Needs (SEN) Seating plan(s); Assessment Records (including key data, such as baseline assessments, targets, attendance, attitude to learning, achievement, attainment, etc.); The Unit/Scheme of Work (your own and/or the school s); Every lesson plan (arranged in chronological order, one plastic sleeve per lesson), with: o The lesson evaluation; o All related teaching, learning and assessment resources.
Mentoring activity and documentation Frequency Activity Responsibility Document Beginning Agree timetable for of teaching Every lesson Twice per week Once a week Mid- Mid- End-of- End-of- Lesson planning and evaluation Formal observations leading to completion of a Lesson Analysis form Mentor meeting Interim review of trainee progress this is an important process to identify concerns or potential issues so that they can be dealt with quick. Interim review of trainee performance this data is used by the LJMU Programme team to monitor progress and make early interventions, Summative review of trainee progress at the end of a this is a milestone activity as trainees make the transition from one phase of their training to the next. End of review of trainee performance this data is used by the LJMU Programme team to monitor progress and make early interventions, ITT Mentor: identify suitable lessons and commencement. Trainee: complete a timetable pro forma indicating lessons, PPA and mentoring. Trainee: planning and sharing ITT Mentor: monitoring and providing feedback ITT Mentor: feeding back after each formal observation and completing the form ITT Mentor: lead and facilitate reflection and target setting Trainee: agree the meeting agenda/priorities and record the meeting ITT Mentor and Trainee: discuss progress against the Teachers Standards, using the NWCTT and grade descriptor to inform indicative grading on the Review forms ITT Mentor: identify progress and areas for development from the previous Review. Indicative grades must be based on the NWCTT. Trainee: comments on and signs report. Professional Mentor: comments on and signs report, as appropriate. University Liaison: signs report. ITT Mentor and Trainee: discuss progress against the Teachers Standards, using the NWCTT and grade descriptor to inform indicative grading on the Review forms ITT Mentor: identify progress and areas for development from the previous Review. Indicative grades must be based on the NWCTT. Trainee: comments on and signs report. Professional Mentor: comments on and signs report, as appropriate. University Liaison: signs report. LJMU timetable pro forma Lesson plan and evaluation pro forma Lesson Analysis form Weekly Meeting Record North West Consortia Trainee Tracking document _ Interim Review 5 ( 2 and 3) North West Consortia Trainee Tracking document _ Final Review 6 ( 1, 2 and 3) Note: where a trainee is following an Intervention Action Plan as part of the Partnership s Additional Support Framework see Section A5 5 Available at: http://www.itt-placement.com/pgce-primary-5-11/placement-review-forms.php 6 Ibid.