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TRANSCRIPT
School Direct Salaried
Kathy Clements Senior School-Based Training Supervisor Lis Bundock Programme Leader Bhav Prajapat Assistant Programme
Inspiring Learners, Enriching Communities
Mentor Training – Session Outline
• An overview of the School Direct Salaried Route • Roles in the Partnership • University Directed Training • School-Based Training - Compliancy regulations • Keys to Quality • School-based activities • What does 'teaching' actually mean? • Planning for observations (e.g. transition, different Key Stages, National Priorities) • Professional Responsibilities • Pre-Course Tasks
School Direct Salaried
✚ Who is if for?
✚ When does it start?
✚ What qualifications will I get?
✚ What is the salary?
✚ What will it look like?
✚ Experienced professionals and graduates aspiring to become teaching professionals within primary or secondary school settings. Starts September 2020
✚ Qualified Teacher Status (QTS)
✚ The trainee will be paid an unqualified teacher salary
✚ The programme runs from September through to July with regular Friday university directed inputs
Yearly overview
September to December April to June June to July January to
April
SBT2 – 50/75% UoB Directed
Study
SBT1 – 30/50% UoB Directed
Study
SBT3– 75/80% UoB Directed
Study
Consolidation & Preparation for
NQT year
This outlines a typical programme for an inexperienced trainee. It can be adjusted to suit trainee and context in agreement with the Programme Leader.
Roles Primary Secondary
+ Trainee + Trainee
+ Mentor + Mentor
+ Class Teacher + Subject Teacher
+ Headteacher + Professional Tutor
+ University Tutor + University Tutor
+ PAT Tutor + PAT Tutor
+ Module Tutor + Module Tutor
+ Link Tutor + Link Tutor
+ Programme Leader + Programme LeaderUniversity
School
University Directed Training
• Induction Days • Friday study days • Delivery Schedule Face to face
sessions
Remote Learning
IndependentDirected
Study
What will you learn at university?
✚ Theoretical underpinning ✚ Fulfilment of the Teachers’ Standards ✚ Research-informed ✚ Critical reflection on practice ✚ Mainly practically-based sessions ✚ A holistic view of education ✚ Sessions covering key subject
knowledge, pedagogy & practice
✚ Responsive and creative approaches to the challenges of teaching today
Evidence Informed Practice
Theory
Policy Practice
School-Based Trainingrequirements
+ Incremental Teaching Load
+ Lesson Planning
+ Mentor Meeting (1 per week)
+ School Based Training (e.g. staff meetings, INSET)
+ Professional Programme & Activities
+ Engagement With ePortfolio
+ Regular Progress Reviews
University Lead Trainingrequirements
+ University Training Sessions + Remote Learning + Directed Study + Engagement With ePortfolio + PAT Tutorials + University Tutor ‘visits’
Age Phase Compliancy
All trainees should be prepared to teach within one of the following age phases: ages 3-7 (early years), 5-11 (primary), or ages 11-16 (secondary). Training must enable trainees to acquire the knowledge and skills they need to teach across the phase for which they are training. In early years, trainees will undertake assessed experience in Nursery or Reception, and in Key Stage 1. In primary, trainees will gain assessed experience across Key Stage 1 and Key Stage 2.
In secondary, trainees may gain experience in KS5 but the majority of the training will be across Key Stage 3 and Key Stage 4.
All trainees must be fully prepared by the end of the training year to teach across the specified age range. Trainees should be afforded the opportunity to develop a comprehensive understanding ofprogression across, and before and after, the age range for which they are training to teach. This might include enhanced experiences in other age ranges.
Contrasting School Placement Experience
Two contrasting schools enable apprentices to experience and understand the different challenges provided by different schools, in different contexts, serving different communities to enable them to meet all of the Teachers’ Standards The following are examples of differences considered when quality-assuring contrasting schools for school-based training: • % disadvantaged pupils • Number on roll • Type of school, e.g. Academy, Grammar, Special • Most recent Ofsted grade • Faith schools • Age phases catered, for e.g. Junior, Nursery • Curriculum, e.g. specialist schools All apprentices must demonstrate competence in two key stages appropriate to their training phase in order to meet the the Teachers’ Standards. The contrasting school placement is undertaken as a six week block, Spring 1.
Keys to Quality
A warm and welcominginduction including
safeguarding
Ongoing and supportiveinformal
guidance and advice
Effective regular mentor
meetings
Individualised training and developmentopportunities
Constructive and
personalisedverbal and
written feedback
Accurate assessment
using gradingdescriptors
Professional Critical
Reflections
Targets
Actions
ApplicationEvaluation
& ReviewDevelopment
Reviewing Progress
Evidence
ePortfolio & Tracking Evidence
Critical Reflections
Curriculum /Subject Audit
Teachers' Standards
Pen Portrait
Behaviour Management
Audit Forms
Actions Plans
Action Plans
School-based training - Weekly Schedule
Assessing Progress
✚ Refer to schedule and website: http://blogs.brighton.ac.uk/mentors/mentoring-resources
✚ PA/SA Progress reviews. ✚ PB/SB Three way interim evaluation, student, class/subject teacher and mentor.
Setting the scene midway – review progress and agree targets.
✚ PH/SH Record of Mentor Meeting. ✚ PC/SC Summative report, grading against Standards ✚ PK/SK Subject Knowledge observations. (See schedule)
Visit Requirements
✚ Remote Visit 1 During the second half of the autumn term / term 2 ✚ ‘Visit’ 2 During the first half of the spring term / term 3 ✚ ‘Visit’ 3 During the second half of the spring term / term 4
Visit 2 must be arranged in order for the university tutor to ‘visit’ the trainee whilst on their second school experience (SBT2).
✚ Visit 4 During the first half of the summer term / term 5 ✚ Visit 5 Final Assessment visit, during the second half of the summer term / term 6
Need for Enhanced Support (PD/SD)
✚ If a student is not making sufficient progress ✚ Any stage in the placement ✚ Subject knowledge, professional conduct, response to feedback ✚ Complete form. University informed & university ‘visit’ likely. ✚ Supportive process, shared, targets with action plan.
✚ Reviewed in 5 days ✚ If this continues ‘likely to fail’ box
Precourse Blog
Anyquestions? ?