Link Tutor Training Supporting and Developing the Primary Partnership

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Link Tutor Training Supporting and Developing
the Primary Partnership

• Dr Deborah Jones
• Dr Jacqueline Hebron
• Primary PGCert Course Leader
• Friday 11th December 2009 (10-12pm)

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Objectives

• To inform on recent developments in education
• To provide subject area overviews
• To explain the roles and responsibilities for
  Link Tutors within the Brunel Primary Partnership
  on Sustained School Experience (SSE) 1
• To review support provision for paired placements
• To give a brief overview of the processes and
  procedures for trainee development
• To introduce new handbook materials

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Recent developments
Implications of the Primary Reviews for
Primary ITE/Early Years Programmes
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Objectives

• To inform on recent developments in education
• To provide subject area overviews
• To explain the roles and responsibilities for
  Link Tutors within the Brunel Primary Partnership
  on Sustained School Experience (SSE) 1
• To review support provision for paired placements
• To give a brief overview of the processes and
  procedures for trainee development
• To introduce new handbook materials

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QTS Skills Tests - Passes
Trainees with 3 passes by Dec 8 2009
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ICT

• ePortfolios Profile of Professional Development
  (Module ED55002 Investigating Professional
  Practices
• PebblePad - Webfolio
• Email alerts
• IWB training
• ICT presentation schedules
• Tuesday Thursday (15 - 17 December
  2009)

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Presentations
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English

• Phonics
• Grammar / Auditing
• Leading Partners in Literacy Project

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Assessing Pupil Progress(APP)

• English
• Maths

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• APP is a structured approach to in-school
  assessment which
• enables teachers to make judgements about their
  pupils attainment, keyed into national
  standards develops and refines teachers
  understanding of progression in their subject
• provides diagnostic information about the
  strengths and weaknesses of individual pupils and
  groups of pupils
• enables teachers to track pupils progress over
  time informs curriculum planning facilitates the
  setting of meaningful curricular targets that can
  be shared with pupils and parents
• promotes teaching thats matched to pupils
  needs supports the transfer of meaningful
  information at key transitional points, e.g. from
  Key Stage 2 to Key Stage 3 is not a 'bolt-on' to
  existing arrangements. APP is all you need.
• For further information about the APP materials
  and how to use APP to benefit pupils, see the
  Introduction to APP.

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APP is a structured approach to periodically
assessing mathematics and reading and writing so
teachers can

• track pupils' progress from Year 1 through to the
  end of Year 6.
• use diagnostic information about pupils'
  strengths and weaknesses.
• Using APP materials teachers can make level
  judgements for each of the following National
  Curriculum attainment targets (ATs)
• reading
• writing
• using and applying mathematics
• number
• shape, space and measures
• handling data.

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School leaders and teachers who have been
involved in the APP pilots have identified the
following key benefits.

• It does not require special assessment activities
  but involves recognising significant evidence
  from the opportunities generated by planned
  teaching and learning.
• It reduces the need to use tests and specific
  assessment tasks to make assessment judgements by
  taking into account a far wider range of
  evidence. This gives a clearer and more accurate
  picture of learners achievements and progress.
• It provides a valuable opportunity for
  professional development as it gives teachers
  effective tools to develop their assessment and
  teaching techniques.
• It provides a common framework for teachers to
  share and discuss the evidence they have of
  learners progress, to build assessment expertise
  and develop confidence.
• It directly informs discussions with pupils and
  future planning, teaching and learning.
• It helps teachers identify gaps in their
  teaching. For example, when a periodic assessment
  showed little evidence of a particular assessment
  focus, teachers from the pilot found that APP
  influenced their planning and pedagogy.

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APPSupport for levelling

• Standards files (examples of work)
• No longer sub levels of a, b or c now low,
  secure and high scope for movement within levels

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Objectives

• To inform on recent developments in education
• To provide subject area overviews
• To explain the roles and responsibilities for
  Link Tutors within the Brunel Primary Partnership
  on Sustained School Experience (SSE) 1
• To review support provision for paired placements
• To give a brief overview of the processes and
  procedures for trainee development
• To introduce new handbook materials

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Role of Link Tutor

• Initial contact with school/ share contact
  details
• Open communication channels
• Mediator
• Support
• Quality assurance
• Weeks 1-3 (make visit 1 by week 3 at the very
  latest- ideally week 1/2 so that they feel
  supported)
• Review trainees progress with mentor
• Set targets
• Ensure assessment procedures for final weeks are
  clear
• Weeks 4-6
• Assess trainee with mentor
• Complete report and indicative criteria
• Compile paperwork for University

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Paperwork

• Observation sheets (1 per week)
• Weekly training sheets (1 per week)
• Interim report (end of week 3)- must highlight
  any concerns to Dipa - asap
• Indicative criteria for assessment (on-going for
  informal formative assessment week 6 for
  summative assessment)
• Highlight the expectations clearly on visit 1-
  This is what I will be looking for on my final
  visit etc.
• Send them a reminder e-mail before you
  visit/phone the school

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The Standards

• Three inter-linked sections
• Professional attributes
• Professional knowledge and understanding
• Professional skills
• 33 standards (cards in packs)
• Completed exemplar http//www.tda.gov.uk/partners/
  ittstandards/guidance_08/qts.aspx
• Importance of recording/ reviewing on the weekly
  training sheets and observation forms (reviewed
  on a weekly basis)
• Discuss the importance of these in relation to
  the Standards

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Objectives

• To inform on recent developments in education
• To provide subject area overviews
• To explain the roles and responsibilities for
  Link Tutors within the Brunel Primary Partnership
  on Sustained School Experience (SSE) 1
• To review support provision for paired placements
• To give a brief overview of the processes and
  procedures for trainee development
• To introduce new handbook materials

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Paired Placements

• Collaboration and partnership are a way of
  life. People work together. There is a
  consistent approach which is supportive. People
  are not left to sink or swim. People are
  available to each other. Team teaching,
  mentoring, peer coaching, joint planning and
  mutual observation and feedback are a normal part
  of the everyday life of the school.
• (A Profile of Change, 2001, MacBeath and Stoll
  in Improving School Effectiveness, MacBeath and
  Mortimer)

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Paired Placements Basic Principles

• Two or more trainees work together on a school
  placement
• They share responsibility for at least one class
• They engage in planning, teaching, reviewing
  lessons together
• They get feedback and support from a mentor both
  collectively and individually

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Paired Placements Benefits

• Trainees
• Personal security
• Emotional support, Peer support
• Developing skills of co-coaching, peer coaching,
  and critical analysis learn from each other and
  together.
• Opportunities to develop self and peer evaluation
• Instant feedback from partner
• Focused continual observation - More time to
  assess for learning
• Having the opportunity to plan and share ideas
  and information together
• Confidence to be innovative
• Increased opportunities to evaluate pupil
  learning
• Working towards the standards, in particular
  those relating to team teaching and collaboration
  (Q32 Q33)

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Paired Placements Benefits

• Mentors
• Trainees more innovative and less reliant on
  mentor for ideas
• More in-depth discussions at mentor meetings
• Provides excellent basis for joint tutorial
  discussions lively debate and engagement in
  professional dialogue
• Three way feedback
•  

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Paired Placements Benefits

• Pupils
• More support in class
• More innovative and imaginative teaching
• Opportunities for more creative learning
  experiences.
• Less disruption to classes
•  

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Paired Placements Best Practice

• Placements work well where
• everyone is committed and confident it will work
• guidance is clear to all parties
• there is flexibility
• organization of all aspects is carefully
  monitored, particularly at the beginning
• expectations are defined from the beginning
• mentors dont feel alone
• each trainee is recognised as an individual with
  different needs

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Paired Placements How it could look

• Teacher and classroom assistant mode one leads
  the other takes a support role
• Team teaching - lesson is compartmentalised with
  separate responsibility for sections
• Pre-teaching observation one watches the other
  teach ,reviews and feeds back and then uses the
  same material with another class
• Planning/teaching split mode one plans and the
  other teaches and vice versa
• Class division mode the class is separated and
  each teaches different sections

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Paired Placements Possible Models

• Contact with pupils should build up to 50 of an
  NQTs timetable, whether leading lessons or
  supporting partner trainee.
• Lead classes involve
• Collaborative planning, including the use of
  support from the partner trainee and other staff
• Individual teaching
• Joint evaluation
• Focused observation concentrating on pupil
  learning 
• Shared classes involve
• Class teacher and trainees working in partnership
  to deliver lessons
• Collaborative planning, including how activities
  / lessons will be divided
• Joint evaluation

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A POSSIBLE PATTERN OF SCHOOL EXPERIENCE
Taken from School Experience Handbook p.108
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Paired Placements Top Ten Tips for Trainees

• Be a professional partner
• Be a critical friend
• Recognise each others strengths as well as areas
  requiring development
• Value each others teaching style
• Be open to, and share, new ideas
• Listen
• Value and organise your time in school well
• Reflect and move on
• Develop self and peer evaluation
• Enjoy the experience and make the most of it!
•  

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Objectives

• To inform on recent developments in education
• To provide subject area overviews
• To explain the roles and responsibilities for
  Link Tutors within the Brunel Primary Partnership
  on Sustained School Experience (SSE) 1
• To review support provision for paired placements
• To give a brief overview of the processes and
  procedures for trainee development
• To introduce new handbook materials

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TaskSupporting and developing successful trainees

• Standards specific
• Share key strategies that you have found useful,
  particularly more difficult situations.

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Further Information and Training

• Next Link Tutor training session 26th February
  2010 (Assessment/ moderation of SSE1) please
  bring all paperwork
• File clinics (26th/28th Jan) - please stress
  these dates where necessary
• Partnership website http//www.brunel.ac.uk/abou
  t/acad/sse/schpart/lnktuttrn
• Our Partnership Officer can be contacted by
  e.mail dipa.bilimoria_at_brunel.ac.uk or phone at
  01895 267141
• University Buddies (you can contact academic
  staff to help talk through any queries).

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Thank you!
Thought for Today Beware of those who stand
aloof and greet each venture with reproof. The
world would stop if things were run, by those who
say, It cant be done.
Please complete evaluation have a great weekend!