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Teaching Practice Guide for student teachers and mentors on Post-compulsory Education and Training (PcET) teaching qualifications at Newport 2020-21 Professional Certificate in Education (PcET) QPFF001(Full time) QPFP001 (Part time) Professional Graduate Certificate in Education (PcET) QPFF002 (Full time) QPFP002 (Part time) Post Graduate Certificate in Education (PcET) QPGF001 (Full time) QPGP001 (Part time)

ProfCert/PgCE/PGCE Post-compulsory Education & Training Contents 1.

2.

3.

Contact details............................................................................................................. 3 Introduction ................................................................................................................. 4 Course philosophy and principles ................................................................................ 5 Wider professional role of the tutor .................................................................. 5 Reflective practice and professional development ........................................... 6 Teaching methods and resources.................................................................... 6 The purposes of Teaching Practice ................................................................. 6 4.

How the Prof Cert, PgCE and PGCE modules relate to teaching practice..................... 8 5.

Teaching practice requirements ................................................................................... 9 * What constitutes teaching? ......................................................................... 11 6.

Placement practice guidelines ................................................................................... 12 General requirements of a placement ............................................................ 12 The need for breadth and variety................................................................... 12 Attendance requirement ................................................................................ 13 Extenuating circumstance procedures ........................................................... 13 7.

The first days at your teaching practice placement ..................................................... 14 8.

Supporting the student teacher’s development ........................................................... 16 The Placement Mentor: ................................................................................. 16 Profile of a typical mentor .............................................................................. 17 Course tutors ................................................................................................ 17 University staff .............................................................................................. 17 9.

Observing other teachers at your placement: suggested pro forma ............................ 18 10. Code of Professional Conduct ................................................................................... 19 Code of Professional Conduct Agreement ..................................................... 20 11. Professional Standards for Further Education Teachers and Work-based Learning Practitioners in Wales .......................................................................................................... 21 12. Ten principles of good teaching (O’Leary 2020) ......................................................... 25 13. Professional Standards for Teachers and Trainers in Education and Training – England (The Education and Training Foundation 2014) ................................................................... 26 14. Teaching practice observation: overview of the process ............................................. 27 1. Pre-observation: ..................................................................................... 27 2. Observation:........................................................................................... 27 3. Post-observation: ................................................................................... 27 15. Teaching practice observation: guidance for observers .............................................. 28 16. Completing the written observation feedback – links to standards and principles ........ 29 17. Completing the written observation feedback – summative judgements ..................... 31 18. Meeting requirements in teaching observations.......................................................... 32 19. Teaching practice observation feedback form ............................................................ 33 20. Session plan pro forma .............................................................................................. 35 Session plan part A ....................................................................................... 35 Session plan part B ....................................................................................... 36 21. Mid-Year Placement Review ...................................................................................... 37 22. Concern over progress of trainee teachers................................................................. 38 Concern over Progress form (CoP A) ............................................................ 40 Concern over Progress: Weekly progress form (CoP B) ................................ 41 Concern over Progress: Observation OR Moderation form (CoP C)............... 42 23. Trainee Placement Report Form ................................................................................ 44 24. Teaching Log............................................................................................................. 46 25. Log of Observations .................................................................................................. 47

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1. Contact details Contact Details Course Leaders (USW)

Rachel Stubley (fulltime courses) rachel.stubley@southwales.ac.uk Jodie Rees (part time courses) jodie.rees@southwales.ac.uk

Placement administrators (USW)

Amanda Symons amanda.symons@southwales.ac.uk Kelly Malarz kelly.malarz@southwales.ac.uk

Course Tutors

Jan Best janet.best@southwales.ac.uk Elaine Evans elaine.evans@southwales.ac.uk Carol Wood carol.wood@southwales.ac.uk

School of Education Managers (USW)

Academic Manager, Post Compulsory Education: Melanie Smith melanie.smith@southwales.ac.uk Head of School, Education, Early Years and Social Work: Jamie James jamie.james@southwales.ac.uk

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ProfCert/PgCE/PGCE Post-compulsory Education & Training 2. Introduction The purpose of this guide is to outline the requirements for professional teaching practice on the University of South Wales’ post-16 teacher education courses (full and part time) at Newport: • Professional Certificate of Education in Post-compulsory Education and Training (L5) • Professional Graduate Certificate of Education in Post-compulsory Education and Training (L6) • Post Graduate Certificate of Education in Post-compulsory Education and Training (L7) as well as to provide additional guidance for mentors and other placement partners.

These teaching qualifications were designed and validated to prepare teachers to function in a primarily face-to-face, physical environment, albeit with the increasing use of educational technology and digital communication to enhance and extend learning. The Covid19 global pandemic has necessitated some rapid changes and adaptations to our practices and experiences in education this year, and we go into the new academic year, uncertain as to the permanence of any of our current arrangements. It is likely that we will all be undertaking a proportion of our teaching online, as will our student teachers, which will have implications for the teaching practice element of our qualifications. Guidance on managing this situation is included and highlighted throughout this guide, and we anticipate ongoing dialogue, reflection and planning with colleagues, students and other stakeholders throughout the year.

It is recognised that student teachers are diverse in terms of the professional and life experience they bring. Some have spent years in work or industry and are now changing career; others are setting out on their first professional experience; a few may have already had some teaching experience and are looking to formalise and extend their practice. Whatever their prior experience, teaching practice is a crucial course component, offering all student teachers the opportunity to develop their practice in a relevant and suitable environment, with an appropriate amount of support and challenge.

Post-compulsory Education and Training (PcET) teacher education courses and students greatly benefit from the support of colleagues working in FE colleges, community education providers and other institutions. These colleagues mentor PGCE/PgCE/Prof Cert candidates during their professional development and provide expert subject-specific and/or placement specific advice and guidance.

We hope that this document can provide useful information for those mentoring part time, as well as fulltime, student teachers, and for the student teachers themselves.

This handbook identifies the roles and responsibilities of student teachers, placement mentors, course tutors and the university, and emphasises shared responsibilities and collaborative partnerships. It identifies the scope and requirements of teaching practice, outlines the expectations for student teacher conduct, and includes the documentation required for monitoring and supporting the student teacher’s progress.

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ProfCert/PgCE/PGCE Post-compulsory Education & Training 3. Course philosophy and principles The Prof Cert, PgCE and PGCE teacher training programmes are unlike many other University courses, as students work and learn in two distinct contexts: together with other student teachers at the University and as a novice professional on their teaching practice placement. Our job on the course is to help students to make meaningful links between those two areas of learning, coming to understand how theories and principles of learning and teaching can support day-to-day activities as a teacher. We aim to support student teachers in developing insights into how ideas that they consider, discuss and write about for the Prof Cert/PgCE/PGCE can inform the social worlds, professional relationships and educational practices they will take part in, in the classrooms, workshops, corridors and staffrooms of a post-compulsory institution.

The Professional Certificate in Education and the Professional and Post Graduate Certificates in Education aim to make a positive contribution to the post-compulsory education and lifelong learning sectors in South Wales and beyond. We aim to support the development of skilled and reflective practitioners who are committed to creating a supportive, engaging and effective learning environment for all their students.

The courses undergo regular revisions, and have been informed by professional standards developed over the last decade as follows: • the Welsh Government (WG) new Professional Standards for Further Education Teachers and Work-based Learning Practitioners in Wales (Nov 2017) – see pp21-24 below https://hwb.gov.wales/repository/resource/101a7600-c001-4aaa-9e226fd4be70052f/en • the Education and Training Foundation (ETF) Professional Standards for Teachers and Trainers in Education and Training – England (2014) – see p25 below http://www.et-foundation.co.uk/wpcontent/uploads/2014/05/4991-Prof-standards-A4_4-2.pdf Where relevant, the courses have taken account of QAA Education Studies benchmarks (2007), the CQFW Credit Guidelines for HE qualifications and the Revised professional standards for education practitioners in Wales (GTCW, 2011).

To ensure that student tutors address the requirements of the relevant professional standards, it is necessary for their teaching practice to provide a broad range of experiences and opportunities.

Wider professional role of the tutor

In line with the model of the post-16 tutor developed by WG and ETF, and reflecting common practice in FE colleges and other institutions, the course employs a broad definition of the role of the tutor. This extends beyond classroom practice to developing and maintaining relationships with learners and colleagues, involvement with quality assurance and enhancement

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ProfCert/PgCE/PGCE Post-compulsory Education & Training processes, and a personal commitment to continuous professional development.

In addition this year, it will be necessary for student teachers to ensure they are aware of any additional health and safety requirements at their placement, such as social distancing, wearing masks and hand hygiene. They will need to develop strategies for effective learning and teaching, both online and face-toface, whilst looking after their own and their learners’ health, mental health and well-being. In this they will need the support of the institution and experienced colleagues, as well as demonstrating maturity and responsiveness themselves.

This is an aspect of our professional practice where we will all need to support each other, as a network of PcET practitioners.

Reflective practice and professional development

Reflective practice and professional development are concepts at the heart of the Prof Cert/PGCE/PgCE courses. Student tutors need to demonstrate that they accept responsibility for their own professional development and possess the skills to do this. During the placement important themes are: • • •

the relationship between theories of learning and learning behaviour(s) and the practice of teaching; the development of a teaching style and professional identity in line with personal and professional values; reflection on own practice, setting development targets and planning to meet these.

Teaching methods and resources

Teachers throughout the post-16 learning sector need to be resourceful professionals, able use a variety of teaching methods and materials as required.

In order to do this they require a broad teaching practice experience. The teaching practice placement should provide a supportive environment in which to develop confidence in using a range of learning and teaching methods, and the chance to use and develop a range of resources and materials, in order to support their learners in successful learning.

Online teaching is expected to be a significant part of many student teachers’ practice this year, and student teachers need to be supported in developing confidence in both synchronous and asynchronous teaching using appropriate tools and platforms. We are also hopeful that our student teachers will have substantial opportunities to develop face-to-face teaching methods and resources, wherever health and safety permits.

The purposes of Teaching Practice

The overall purposes of teaching practice can be characterised as the provision of a number of opportunities: 1. To experience and to manage a range of duties that is typical of the work of a permanent staff member and that covers aspects of the full University of South Wales, 2020/21

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ProfCert/PgCE/PGCE Post-compulsory Education & Training professional role of the tutor in post-compulsory education specified in Welsh Government (2017) and ETF (2014) Standards.

2. To develop understanding of theories of learning and group behaviour, and to start to use insights from the literature to inform their practice.

3. To develop sensitivity and insight regarding the diverse learning needs and additional support needs of learners in the post-compulsory and lifelong learning sectors, and to commit to developing understanding and skills in this area 4. To demonstrate commitment to professional development in the teaching role by reviewing, self-evaluating and action planning to achieve personal development targets within the Professional Practice and other modules.

5. To draw upon, develop and apply subject knowledge to ensure effective, appropriately differentiated subject learning and teaching in different settings.

6. To provide evidence of developing professional competence as a tutor in post-compulsory education in order to meet the assessment requirements of the Professional Practice and other modules.

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ProfCert/PgCE/PGCE Post-compulsory Education & Training 4. How the Prof Cert, PgCE and PGCE modules relate to teaching practice Fulltime and part time year 1 Modules are differentiated by academic level and sometimes by assignment content, to suit the three levels of award: • Prof Cert (Professional Certificate in Education) – modules at levels 4 and 5 • PgCE (Professional Graduate Certificate in Education) – modules at levels 5 and 6 • PGCE (Post Graduate Certificate in Education) – modules at levels 6 and 7 Starting the course: Planning for Learning (20 credits at level 4, 5 or 6) All student teachers start the Planning for Learning module during the earliest weeks of the course. Prior to the start of teaching practice proper, the module introduces key principles and practices in teaching, learning and assessment, which are developed further in the subsequent modules. Student teachers plan and deliver peer teaching sessions for each other, in order to put their own learning into practice and to learn from peer and tutor responses and feedback.

In the later stage of the module, students create a scheme of work for a particular group of learners in the students’ subject area. This supports them in engaging with relevant and authentic curricula and developing longer term planning strategies.

Both these activities are designed as challenging and effective tasks which provide an introduction to teaching for the students and prepare them for starting their teaching practice placement.

Student teachers go on to engage with the following modules throughout the rest of their course (one year for fulltimers, two years for part timers). All the modules are designed to inform, support and develop the student teachers’ practice at their placement, and to deepen their understanding of how principles and theories from the literature can enhance learning and teaching. In our experience both student teachers and mentors can gain from sharing ideas and resources relating to the modules.

Assessing for Learning (20 credits at level 5, 6 or 7) Student teachers develop their understanding of assessment for a range of purposes, including understanding and planning to meet learner needs, and develop formative assessment tools and practices. The module assignments are partly differentiated for the three different courses as follows: • Prof Cert: develop and discuss an individual learning plan and plan to meet individual learning needs • PgCE: develop and discuss a group profile and plan to meet group learning needs • PGCE: critically discuss assessment and differentiation practices linked to own context All students devise/adapt an assessment tool for use in a particular subject context and take part in a presentation of the tool to peers and tutors.

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Developing Professional Practice (20 credits at level 5 or 6) This module runs throughout the year and is assessed via a placement profile, three observed and critically evaluated sessions and a formatively assessed reflective journal (kept throughout the year) with targets for development recorded and tracked in a Professional Development Plan. Participants also present their reflections and analysis of a ‘challenging incident’ they have experienced in their teaching practice.

Fulltime and part time year 2 Literacies for Learning (20 credits at levels 5, 6 and 7) This module provides student teachers with the opportunity to develop their understanding and development of literacy, numeracy, language and/or digital literacies in their own subject teaching. They are required to examine their own literacy habits, routines, skills and practices, and to develop and exhibit resources and activities from their own practice.

Practice-based research (20 credits at levels 5, 6 and 7) For this module student teachers undertake a small-scale qualitative action research project to address a challenge they have identified in their own classroom practice. They are encouraged to use focus groups and/or interviews with learners and/or mentors to develop their understanding of the problem and to evaluate any solutions/actions they undertake. Students write a research proposal, present to their peers and write a research report. The module assignments are partly differentiated for the three different courses as follows: • Prof Cert: undertake a case study of a learner • PgCE: undertake a small scale action research project • PGCE: undertake a small scale action research project and locate it in the relevant wider social/institutional/policy context Extending Professional Practice (20 credits at levels 5 and 6) This runs throughout the year and is assessed through a total of three observed and critically evaluated sessions, a reflective journal (kept throughout the year) with targets for development recorded and tracked in a Professional Development Plan. Participants also present a critical evaluation of a current area of policy with relevance for own learners/context.

5. Teaching practice requirements Typical professional development activities during teaching practice include a range of opportunities for student teachers to develop an understanding of the role of the tutor in post-compulsory education. Working with the mentor and other placement colleagues includes: o observation of experienced classroom practitioners (see pro forma p.18 below) o assisting experienced tutors (usually only for a limited period at the start of the placement) o taking part in planning, moderation and other team/staff meetings

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ProfCert/PgCE/PGCE Post-compulsory Education & Training o taking part in professional development opportunities as they arise at the placement o reflective discussions related to own teaching o being observed teaching o feedback discussions with observer after teaching practice assessed observation o discussion of practice-based research project (see previous section) o final meeting, debriefing and discussion with mentor Full details of the requirements of the professional practice modules – Developing Professional Practice and Extending Professional Practice are in the module guides. As a summary overview, placement activities required to meet module assessment requirements are below.

Developing Professional Practice o 20 hours observation of experienced practitioners, both in the specialist subject area and beyond (this is a useful induction activity at the start of the placement but is also intended to take place throughout the placement as negotiated with/advised by the mentor/placement) o 50 hours* in the full teaching role (see * below for further details of what constitutes teaching) Extending Professional Practice o 20 hours observation of experienced practitioners: during this later professional development module, observations might be focussed on particular areas of expert practice related to own professional development needs o 50 hours* in the full teaching role (see * below for further details of what constitutes teaching) All these hours should be clearly recorded by the student using the log of hours forms at the back of this guide (pp.46/47) and signed off by the mentor or other supervisor before submission.

Observations are organised as follows:

Developing Professional Practice

fulltime student teachers 1 joint mentor/ university tutor observation (if possible, the first one)

part time student teachers 3 observations by university tutor (optional joint observations with mentor)

2 observations by the university tutor alone Extending Professional Practice

3 observations by the mentor alone

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ProfCert/PgCE/PGCE Post-compulsory Education & Training Each student teacher needs to complete 3 successful observations for each module (6 in total during the course). Observations should be spread as evenly as possible across the course, in order to provide sufficient time for the student teacher to reflect and plan to address the targets set between observations. For part time students we would normally expect observations to be at least one month apart; for full time students we would expect observations to be at least 2 weeks apart.

It is up to the student teacher (not the mentor) to ensure that the required evidence for each module is provided and presented clearly in the assessed portfolio. * What constitutes teaching?

In order to complete the Prof Cert/PgCE/PGCE successfully, students must demonstrate that they can work effectively with learners in a variety of teaching situations. In general, student teachers are encouraged to get as much whole group teaching as possible across a range of levels. This is usually the most complex and challenging work a teacher does, and where there is most to learn. Nevertheless, some one-to-one or other work with students can be counted towards the 50 hours teaching practice in the Developing and Extending Professional Practice modules (100 hours total).

Online teaching is likely to play a much bigger role in every educator’s practice in 2020-21, including our student teachers. However, as mentioned in the introduction to this guide, the course was originally designed to prepare students for face-to-face teaching in physical spaces. For this reason, where possible the summative teaching observations should assess face-to-face teaching, in order to assure the consistency and quality of assessments. We would suggest that online teaching is supported more informally by placement mentors and through discussion, reflection and module and tutorial activities.

The table below shows the specific requirements: Working with a single learner to provide individual tuition Working in a drop-in centre (e.g. learning support) providing tuition to several individuals Working as a tutor, sometimes with one or more other tutors, providing support to learners frequently in a ‘workshop’ environment Planning and managing whole-class teaching. It is understood that group size may vary greatly depending on the subject, level and other factors. Where possible, it is useful for student teachers to gain some experience with larger groups.

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May be observed/assessed once only across the whole course (modules DPP and EPP) May be observed/assessed once only during the whole course (modules DPP and EPP) May be observed/assessed once only during the whole course (modules DPP and EPP) Must be assessed on at least four occasions during the course and needs to comprise at least 2/3 of the total teaching practice during the course i.e.

66 hours.

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ProfCert/PgCE/PGCE Post-compulsory Education & Training 6. Placement practice guidelines The following section is designed to support student teachers, mentors and course tutors, and provides guidance on expectations together with forms that will assist in the gathering of evidence for portfolios.

General requirements of a placement

Student teachers are expected to: •

work across a range of relevant and appropriate courses and curricula

•

work with a range of learners and at a range of levels typical for their subject in post-compulsory institutions and settings

•

assume the role of the regular teacher/lecturer[s] whom they replace

•

plan fully for each taught session

•

ensure safe and professional practice at all times

•

support and promote inclusive practices and equality of opportunity

•

have responsibility [under appropriate guidance] for assessment of learners’ work

•

participate in the processes that make use of assessment decisions, e.g. review meetings, moderation meetings etc.

•

use relevant quality assurance processes

The need for breadth and variety

A successful placement partnership provides an experience to the student teacher that is broad and varied. This being the case, the range of activities and responsibilities can include the following: •

Teaching groups and individuals

•

Providing guidance and advice on learning

•

Reviewing and planning with individuals or groups of learners

•

Promoting access to and participation in learning

•

Preparing and supporting assessments such as coursework and practicals

•

Assessing learning, formally and informally, at all stages of the learning cycle

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ProfCert/PgCE/PGCE Post-compulsory Education & Training •

Maintaining records such as attendance and assessment

•

Participating in review and planning meetings

•

Taking part in extended-curricula or extra-curricular activities

Attendance requirement

Attendance is a professional requirement, and will be monitored by tutors and placement providers. Where an absence is due to illness or other good cause the student must inform the teaching practice placement/institution before the start of morning classes and indicate the probable length of the absence. The student also should inform their course tutor when they have been absent from their teaching practice placement.

Extenuating circumstance procedures

There may be situations outside the control of the student that prevent adherence to assessment deadlines or other course requirements. In these cases the University’s procedures for recognition of exceptional circumstances should be used.

Further information and forms for use can be found on the University’s website (see course handbook).

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ProfCert/PgCE/PGCE Post-compulsory Education & Training 7. The first days at your teaching practice placement In your first days at your teaching practice placement, you are preparing for the year ahead, the teaching you will undertake and the professional relationships you will form. You also need to gather information and develop your understanding of the placement, in order to produce a Placement Profile for Developing Professional Practice (see module guide). The following suggestions and prompts are intended to remind you of things to look out for in your early days in placement (in person and online).

People and contact details

Mentor Other tutors in your subject area Learning support staff in your groups Learning mentors (supporting teaching staff) Key admin colleagues Mentor’s line manager of head of department

Space & equipment

Staff room and on-site workspace Offices of key people (above) ICT log-in and VLE/online platforms used Print & copy facilities/allowances Telephone Car parking as required (if any)

Other resources

Paper, whiteboard pens, access to guillotine/laminator Class sets of tablets/laptops?

Internet access – are any sites blocked to learners?

Access and use classroom of equipment – e.g. data projector, interactive whiteboards Library resources available for your groups?

Groups you may teach

Observe them in your own subject context and with different tutors/in different subjects or environments Look at their work – e.g. assignments, work in progress, any practical work What level are they working at?

What are their individual/group strengths?

What are their individual/group areas for development?

How do tutors deal with any challenges that emerge?

Behavioural and other policies

Is there a student contract – and what does it commit students and teachers to?

Recording attendance, absence and lateness Other behavioural expectations - use of mobiles/social media; language (swearing etc) Completion/submission of work Health & Safety guidelines and requirements Safeguarding, health and well-being Inclusion and equality

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ProfCert/PgCE/PGCE Post-compulsory Education & Training Course content

Look at schemes of work for your groups, this year/last year Look at course syllabus/unit specifications Look at any assessment papers/assignment briefs Student displays or work from previous years Key text books – can you buy or borrow copies?

Learning materials – can you access what other tutors have developed (e.g. on Moodle/Canvas?)

Is there a culture of sharing resources within your department? If not, what will be your starting point?

Things to look out for when observing other tutors’ sessions (see also observation pro forma on page 18)

Range of teaching methods – more/less supportive of effective learning?

Relationships between learners and teachers – more/less supportive of effective learning?

Design, use and range of resources How are sessions structured?

Variety of classroom layouts and use of space Use and management of whole group, small group, individual phases Group management e.g. set up and changes of activity, managing interruptions and other challenges Tutor communication: use of questioning, feedback, facilitating learning Learner communication: with tutor, with each other Learner engagement in learning Links to assessment and accreditation

Support for you

Where might you go for support with a range of challenges regarding: • classroom equipment/ICT • learners with additional support needs • your own planning and teaching When/how regularly are people available to help you?

Your timetable

Has this been decided yet? Contribute/support discussion of the teaching practice requirements on the Prof Cert/PgCE/PGCE (see section 6).

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ProfCert/PgCE/PGCE Post-compulsory Education & Training 8. Supporting the student teacher’s development As mentioned, student teachers on PcET teaching qualifications are diverse in terms of their prior experience and current teaching contexts.

All fulltime students have a placement and placement mentor organised by the University. Where part time student teachers are already employed at their teaching practice institution, they are likely to have access to support and mentoring from a learning mentor, manager or other experienced colleague.

Where a part time student teacher has been offered a placement at an institution in order to complete a qualification (and is likely to be a very new teacher), the University strongly recommends that a placement mentor is identified to help support this aspect of the student teacher’s professional development.

It is hoped that all fulltime mentors will be able to attend the University’s mentor training (part time mentors are warmly welcome too). This is an opportunity to get to know course expectations and develop and share ideas about supporting professional development.

The main expectations of placement mentor and course tutor roles are outlined below.

The Placement Mentor:

o acts as a role model for student tutors and provide opportunities for student teachers to observe good practice; o meets the student teacher to review and discuss their development; o offers guidance on current developments in the subject area, such as courses, qualifications, methodologies, resources, assessment processes; o supports student teachers in planning and preparing for appropriately differentiated learning in their sessions; o supports student teachers in making appropriate assessment judgements; o provides constructive, developmental feedback on all aspects of the student teachers’ work; o (fulltime students only) formally observes and assesses the student teacher on 4 occasions (once as a joint observation with a course tutor) as part of the Developing Professional Practice and Extending Professional Practice modules o provides a student teacher placement report at the end of the placement or at the end of each year (see pro forma below)

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ProfCert/PgCE/PGCE Post-compulsory Education & Training o where possible, and as time allows, engages in discussion regarding the student teacher’s course assignments e.g. written self-evaluations etc. o promotes and encourages reflection, target-setting and action planning by the student teachers.

Profile of a typical mentor

It is recommended that placement mentors: o have held an appropriate professional qualification in teaching, training or professional development for at least two years; o are a subject specialist in a relevant area; o have a regular, current teaching commitment; o have sufficient experience in the professional role to be able to support and advise student teachers with confidence and integrity; o are committed to the development of new entrants to teaching in the post-compulsory sector; o are familiar with (or committed to getting to know) the structure and requirements of the PcET teaching qualification courses.

Course tutors

During teaching practice, the student teacher will be visited by their course tutor who will: o observe and assess the student tutor on 3 occasions (for fulltimers, once as a joint observation with the mentor) as part of the Developing Professional Practice and Extending Professional Practice modules o give developmental feedback and support student tutors in target setting and action planning o provide support for mentors and student tutors, especially in the event of difficulties in the placement University staff

USW university staff are available to provide support to course tutors as required.

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ProfCert/PgCE/PGCE Post-compulsory Education & Training 9. Observing other teachers at your placement: suggested pro forma The form below can help you capture key aspects of your observation experience by making notes at the time. To make the most of these valuable learning opportunities, please make notes each time you observe another practitioner (using this form/the headings below) then write about the experience more fully in your reflective journal.

Group/subject/topic observed:

Date:

Learning group profile (number in class, age, etc):

How were learning activities planned/organised by the teacher?

What reading, writing, speaking, listening were required of the learners?

What aspects of the session resulted in successful learning experiences?

What (if any) were the difficulties or challenges for teacher/learners in this session?

Key aspects for further consideration in your reflective journal:

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10. Code of Professional Conduct As a student teacher, you are preparing for a professional role. For part of the time you are a teacher (in your placement setting and while teaching) and for part of your time you are a student (whilst attending your course at USW). The professional standards and conduct expected of you in both contexts are higher than if you were on many other courses.

During your course, you will explore the nature of your role and develop your understanding of your responsibilities as a teacher. The following code of professional conduct agreement is designed to convey the expectations we have of you during your course, and reflects the behaviour expected of a teacher enrolled on a Professional/Post Graduate Certificate of Education course. It is informed by relevant national legislation and professional codes of practice including: •

• •

The new Professional Standards for Further Education Teachers and Work-based Learning Practitioners in Wales (WG, 2017) see pp21-24 below the Code of Professional Conduct and Practice (EWC, 2015) for teachers in Wales the Code of Professional Practice (IfL, 2008) for teachers in England

Student teachers work within a framework of legislation, statutory guidance and placement policies which place particular importance on promoting equality of opportunity, challenging stereotypes, opposing prejudice and respecting individuals regardless of age, gender, disability, race, ethnicity, class, religion, marital or sexual orientation.

We will also work hard to support you during the course and ensure that your entitlement to fair treatment and equality of opportunity is upheld.

At all times, the education, welfare, health and safety of your learners are the most important factors in any decisions relating to your progression through the programme.

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ProfCert/PgCE/PGCE Post-compulsory Education & Training Code of Professional Conduct Agreement

Early in the Prof Cert/PgCE/PGCE course, student teachers are required to agree to and sign a copy of the following Code of Professional Conduct Agreement. Signed copies are kept by the course team and is printed here for reference throughout the course as required.

During both placement and university-based training, I agree to demonstrate professionalism by: 1. my respect for others: learners, peers, tutors, mentors, other placement staff, parents, guardians and carers etc, in formal and informal settings 2. regular attendance: including adherence to absence reporting procedures on placement and at college 3. consistent punctuality: as required by placement and the course 4. my engagement with college-based and placement activities: including classroom observations, meeting with and working with teachers and others in the placement, thorough preparation for planning, teaching and assessment of learners, and other appropriate duties as required 5. the appropriate use of IT and social media as per University, college and placement guidance 6. adherence to codes of Ethical Conduct in relation to working with young people and vulnerable adults; this includes disclosing anything from my own life (e.g. professional misconduct, police cautions etc.) that course tutors and placement providers should know about 7. my ability to listen to and engage with feedback and advice, from course tutors, mentors, other staff and my own learners as appropriate.

8. my ability to work in professional teams, maintain positive and productive professional relationships and recognize that other professionals may have different perspectives 9. taking responsibility for my own learning: both in relation to fulfilling course and placement requirements, and in addressing and discussing concerns with University tutors, mentors or appropriate colleagues 10. respecting the confidentiality of learners, peers, tutors, placement staff and resources I accept that this is not an exhaustive list and agree to comply with further reasonable requirements to ensure conduct and/or standards expected of a teacher in post-compulsory education and training.

Signed: Name: Date:

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ProfCert/PgCE/PGCE Post-compulsory Education & Training 11. Professional Standards for Further Education Teachers and Workbased Learning Practitioners in Wales Practitioners within the PcET sector need to develop a blend of values, knowledge and skills.

The New Professional Standards for Further Education Teachers and Workbased Learning Practitioners in Wales (Nov 2017) recognise the inter-related nature of these in developing reflective and enquiring practitioners and improving learning outcomes:

These new professional standards are expressed in the form of a series of personal commitments – In my practice and with others, I ‌.

I.

Demonstrate commitment to learners, their learning, safety and well-being

inspiring, supporting and stretching learners, taking account of their starting points and progression options working with others to ensure learners are fully supported For example, by: promoting positive attitudes to learning supporting learners to identify their learner needs and aims supporting learners to achieve their potential by setting challenging work/tasks working collaboratively with others to reduce and remove barriers to learning ensuring learners are supported and taught in a safe learning environment, taking appropriate action where required using relevant policies and guidance using a range of teaching and assessment methods, making best use of knowledge and skills to support learners.

II.

Value and promote diversity, equality of opportunity and inclusion embracing diversity and advocating inclusion challenging discrimination in all forms

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ProfCert/PgCE/PGCE Post-compulsory Education & Training For example, by: promoting diversity and opportunity creating an environment in which leaners feel safe to challenge discrimination encouraging learners to understand the benefits of diversity treating all learners and stakeholders equally and fairly challenging unacceptable behaviour.

III.

Understand the importance of the Welsh culture and language as a bilingual nation

taking opportunities to celebrate the culture of Wales and its place in the world pursuing opportunities for my own Welsh language development and promoting its importance to others For example, by: promoting the importance of the Welsh culture through topic/subject delivery encouraging and supporting Welsh speaking learners to undertake learning and assessment through the medium of Welsh promoting the benefits of developing Welsh language skills to learners, staff and employers, particularly in the context of the work place/sector and/or subject area.

IV.

Demonstrate dignity, courtesy and respect towards others listening to and respecting other peoples’ views, opinions and ideas acting as a role model for fair, courteous and respectful behaviours

For example, by: treating all learners and colleagues equally and fairly, ensuring all have an equal opportunity to be heard listening to and responding positively to others’ views behaving professionally at all times reviewing own professional and personal attitudes and beliefs.

V.

Maintain and update knowledge of my subject(s) and how best to teach and assess them

keeping abreast of my subject or vocational area and of effective teaching and assessment methods using assessment of and for learning to support learner progress For example, by: actively participating in professional development activities keeping abreast of developments on own subject/vocational area ensuring learners benefit from the latest knowledge and skills meeting awarding organisations’ continuous professional development (CPD) requirements if appropriate maintaining an up-to-date Professional Learning Passport (PLP) or other system to include examples of reflective practice University of South Wales, 2020/21

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ProfCert/PgCE/PGCE Post-compulsory Education & Training reflecting on latest research and developments collaboratively with colleagues to ensure continuous improvement.

VI.

Know how to use evidence and research to improve my practice

accessing and experimenting with research from a range of sources reflecting on the latest theories and research with colleagues and exploring their relevance to my teaching and learning context For example, by: working collaboratively with colleagues to share and debate ideas and innovations as a result of joint research actively engaging with networks of professional practice sharing best practice and research findings with colleagues to support continuous improvement.

VII.

Plan and deliver effective learning, teaching and assessment

identifying, preparing, delivering and assessing learning programmes using a range of media, including digital, effectively to enhance the learning process For example, by: making use of digital teaching and learning platforms to support teaching, learning and assessment using learner data to track and review learner progress to inform planning, ensuring effective programme/subject delivery creating and planning learning environments where learners are active participants as individuals and as members of collaborative groups ensuring all learners have regular, constructive feedback to support progression.

VIII.

Build positive and collaborative relationships

working to build and maintain relationships with learners, colleagues, employers and others as appropriate exercising leadership through all aspects of professional practice and participating in and contributing to professional learning networks For example, by: guiding learners to manage and lead their own learning taking an active role in professional learning networks working collaboratively with peers to review the impact of teaching, learning and assessment on learner outcomes and own performance working collaboratively with peers, learners and stakeholders to support and drive learner progress taking responsibility for own development and seeking opportunities to extend knowledge to the network willingly sharing experiences to promote excellent teaching, learning and assessment locally and nationally ensuring appropriate communication with all stakeholders.

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ProfCert/PgCE/PGCE Post-compulsory Education & Training IX.

Enable learners to share responsibility for their own learning and assessment

working with all learners to empower them to set challenging goals and targets and to evaluate their own progress against these communicating effectively with all learners, employers and others as appropriate For example, by: supporting learners to identify their learner needs and aims supporting learners to achieve their potential by setting challenging work/tasks leading learners to review their own progress using own experience and knowledge to engage, encourage and motivate learners understanding the links between employment/careers and own subject and/or vocational knowledge demonstrating an understanding of all stakeholder needs using technology to communicate, share information and encouraging the use of online platforms to share teaching, learning and assessment experiences.

X.

Critically reflect on own values, knowledge and skills to improve learning

developing my own literacy, numeracy and digital literacy skills along with other appropriate professional skills critically appraising my own practice and adapting it in the light of reflection and feedback, including feedback from learners For example, by: reviewing a sample of own lesson/assessment plans regularly to assess and measure the impact of each session on learners seeking and reviewing learners’ views of own teaching/assessment and or delivery creating and taking opportunities to discuss and peer assess own work with other colleagues and practitioners seeking to share things that work well and collaboratively sharing good practice with peers to support improved learning outcomes being aware of how technology can be used to track and support learners to learn keeping abreast of constantly changing technology where relevant, and the requirements of providing effective literacy and numeracy support improving own skills and keeping them up to date to promote benefits to self and learners.

Source: https://hwb.gov.wales/repository/resource/101a7600-c001-4aaa9e22-6fd4be70052f/en (accessed September 2020)

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ProfCert/PgCE/PGCE Post-compulsory Education & Training 12. Ten principles of good teaching (O’Leary 2020) These principles to inform our teaching practice feedback (see feedback pro forma below), alongside the sector Professional Standards in Wales (WG) and England (ETF) Principle 1. Subject knowledge and pedagogy 2. Contextualised learning

3. Learner engagement

4. Learner ownership, experimentation and hypothesis building 5. Learner differentiation and inclusivity 6. Managing and monitoring the learning experience 7. Maximising learner potential 8. Learning as a social act 9. Teacher as a reflective practitioner

10. Teacher resilience

Description The good teacher has a sound knowledge of the subject area and the necessary pedagogic skills to impart their knowledge effectively to learners.

The subject matter is contextualized in a meaningful and memorable way that enables learners to assimilate it to their existing knowledge and skills and to relate it to the wider world.

Good teaching stimulates active, cognitive engagement among learners, regardless of the pedagogic approach adopted by the teacher and often involves an element of fun or excitement.

Good teaching encourages learners to take ownership of their learning in terms of the content and process. The good teacher provides learners with the opportunity to hypothesize and to test out their understanding of the subject matter.

A good teacher is someone who has the ability to manage the differentiated needs of individual learners, whilst simultaneously maintaining an inclusive classroom culture.

A good teacher embraces their responsibility for managing and monitoring the learning experience of their learners on an on-going basis.

A good teacher is committed to all learners and their learning, and strives to ensure that every learner maximizes their full potential.

Good teaching promotes learning as a socially interactive and collaborative process.

A good teacher actively reflects on their classroom practice and experiences, and is committed to improving their professional skills and knowledge throughout their careers.

Teaching can often be emotionally demanding.

Developing resilience to cope with the demands of the job is vital for the good teacher to protect their wellbeing and maintain their professional commitment and enthusiasm for the job in the long term.

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ProfCert/PgCE/PGCE Post-compulsory Education & Training 13. Professional Standards for Teachers and Trainers in Education and Training – England (The Education and Training Foundation 2014) Professional values and attributes Develop your own judgement of what works and does not work in your teaching and training

1. Reflect on what works best in your teaching and learning to meet the diverse needs of learners 2. Evaluate and challenge your practice, values and beliefs 3. Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge 4. Be creative and innovative in selecting and adapting strategies to help learners to learn 5. Value and promote social and cultural diversity, equality of opportunity and inclusion 6. Build positive and collaborative relationships with colleagues and learners Professional knowledge and understanding Develop deep and critically informed knowledge and understanding in theory and practice

7. Maintain and update knowledge of your subject and/or vocational area 8. Maintain and update your knowledge of educational research to develop evidence-based practice 9. Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence 10. Evaluate your practice with others and assess its impact on learning 11. Manage and promote positive learner behaviour 12. Understand the teaching and professional role and your responsibilities Professional skills Develop your expertise and skills to ensure the best outcomes for learners

13. Motivate and inspire learners to promote achievement and develop their skills to enable progression 14. Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment 15. Promote the benefits of technology and support learners in its use 16. Address the mathematics and English needs of learners and work creatively to overcome individual barriers to learning 17. Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge 18. Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement 19. Maintain and update your teaching and training expertise and vocational skills through collaboration with employers 20. Contribute to organisational development and quality improvement through collaboration with others

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ProfCert/PgCE/PGCE Post-compulsory Education & Training 14. Teaching practice observation: overview of the process Planning, assessing and evaluating teaching practice are key components of the teaching qualification. This consists of a 3-part process of pre-observation, observation, and post-observation. It is an iterative process where one stage informs the next to continually develop teaching practice:

1. Pre-observation: The student teacher writes a pre-observation guided reflection (prompts and detailed overview are in the Developing Professional Practice module guide).

The guided reflection forms part of the reflective journal and should be brought along to the teaching practice observation for the observer to read.

2. Observation: Student teachers provide key documentation for the observer, including a completed session plan (pp 35/6), a scheme of work, current assessment being worked on (if appropriate), and lesson resources. The observer completes page 1 of the teaching practice observation form (pp 33/4) and gives this to the student teacher at the end of the observation. A time for the post-observation professional dialogue is agreed.

3. Post-observation: The student teacher reflects on the session and observer feedback, using prompts provided (see Developing Professional Practice module guide).

Observer and student meet to discuss the session and agree targets for development which are recorded on the teaching practice observation form.

The student teacher then completes a succinct written critical evaluation of the observed session. Students send an electronic copy of their first critical selfevaluation to their personal tutor within 10 days of their observation for formative feedback and support. This is a chance for the student teacher to improve their written evaluations throughout the year and before the final (graded) hand in of the portfolio.

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ProfCert/PgCE/PGCE Post-compulsory Education & Training 15. Teaching practice observation: guidance for observers Providing feedback for student teachers after a teaching practice observation has two aspects: •

•

Formative feedback – what strengths and areas for development, as observed in this session, will be considered and discussed to help the student teacher to reflect, action plan and develop as a practitioner?

Summative feedback – has the observed session met teaching practice requirements? Guidance for making this decision can be found in the Teaching Practice Guide 2020-21 and the observer should indicate on the form whether teaching practice requirements have been met or not.

Formative feedback is a key part of the ongoing dialogue between a student teacher and their tutor and/or mentor. This dialogic feedback is specific to the learning context in which it takes place and is ‘co-constructed’ by the participants. It relies on the professional good judgement and engagement of both observer and student teacher and there is no set formula for the conversation. However, it is important that we develop some shared understanding of what constitutes good teaching and successful learning. We are using the following principles and standards to inform the process (please see sections 11 – 13 above): • Professional Standards for Further Education Teachers and Workbased Learning Practitioners in Wales (Welsh Government, 2017) • Ten Principles of ‘Good Teaching’ (O’Leary, 2020) Given that we teach and work with practitioners working in England, we are also mindful of: • Professional Standards for Teachers and Trainers in Education and Training – England (The Education and Training Foundation 2014) In the following pages you will find: •

• • •

an annotated version of the feedback form, indicating how these standards and principles can be used to inform feedback on the observation form (pp 29/30) additional practical guidance on completing the feedback form (p31) assessment criteria to help make judgements and provide feedback (p32) a blank observation feedback form (pp33/4)

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16. Completing the written observation feedback – links to standards and principles

Key strengths and areas for development mapped to ‘Ten principles of good teaching’ (O’Leary 2020) Planning for Learning/Cynllunio ar gyfer Dysgu To complete this section, consider the pre-observation reflection and the session plan (parts A and B), as well as any resources or other preparations in evidence.

Principles 1, 2 and 5 in practice: • evidence of sound knowledge of subject area and the necessary pedagogic skills to impart this • planning to provide a meaningful and memorable context for the subject matter, related to learners’ existing knowledge and the wider world • planning for the differentiated needs of individual learners, whilst building an inclusive classroom culture Learning and Teaching/Dysgu To complete this section, consider all aspects of managing and facilitating learning as the session unfolds.

Principles 3, 4, 5, 7 and 8 in practice: • evidence of the active cognitive engagement of learners and a stimulating learning experience • evidence of learners’ freedom to have some control and ownership over how they learn and what they take from their learning • evidence of support for differentiated learning and an inclusive classroom culture • evidence of commitment to all learners achieving their potential • evidence of learning as a socially interactive and collaborative process Assessing for Learning/Asesu ar gyfer Dysgu To complete this section, consider all kinds of assessment tools and strategies (e.g. questioning and feedback, monitoring of learning activities, use of learner self- and peer-assessment) for all kinds of purposes e.g. initial, formative and summative purposes.

Welsh Government and ETF Professional Standards

WG standards: 2, 5, 6, 7 ETF standards (values) 4 (knowledge) 7, 8 (skills) 14

WG standards: 1, 2, 3, 4, 8, 9 ETF standards (values) 3, 5, 6 (knowledge) 9, 11, 12 (skills) 13, 15, 16, 17

WG standards: 2, 5, 7, 9 ETF standards (values) 4, 5 (knowledge) 9 (skills) 16, 17, 18

Principles 6 and 7 in practice: • evidence of managing and monitoring the on-going learning experience of the learners • evidence of commitment to all learners achieving their potential

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TP observation feedback page 2 mapped to ‘Ten principles of good teaching’ (O’Leary 2020)

Welsh Government and ETF Professional Standards

General observations (Professional Knowledge, Values & Skills) / Sylwadau Cyffredinol Observers are free to use this section for any summary or additional comments. Throughout the feedback process, we should include the three strands of professional practice: knowledge, values and skills

Targets for Improvement and Further Study/Targedau ar gyfer gwella These may be articulated as specific (SMART) targets and/or they may be suggestions for further reflection and/or study on specific aspects of professional practice

Progress on previously set targets/Cynnydd yn y targedau a osodwyd yn flaenorol This is a crucial section to complete, as it helps track a student teacher’s progress, particularly their responses to feedback.

Principle 9 in practice: • evidence of reflection on classroom practice and commitment to improving professional skills and knowledge

WG standard: 10 ETF standards (values) 1, 2 (knowledge) 10

References The Education and Training Foundation (2014) Professional Standards for Teachers and Trainers in Education and Training – England [online] https://www.et-foundation.co.uk/wpcontent/uploads/2014/05/ETF_Professional_Standards_Digital_FINAL.pdf (accessed 28 July 2020) O’Leary, M. (2020) Classroom Observation: a guide to the effective observation of teaching and learning 2nd Edition London: Routledge Welsh Government (2017) Professional Standards for Further Education Teachers and Workbased Learning Practitioners in Wales [online] https://hwb.gov.wales/api/storage/460a740a7bf1-4c7b-b4ae-348ae380879b/professional-standards-further-education-teachers-workbased-learning-practitioners-wales.pdf (accessed 28 July 2020)

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ProfCert/PgCE/PGCE Post-compulsory Education & Training 17. Completing the written observation feedback – summative judgements •

Observations are not graded but must meet threshold standards (see next section). An indication of achievement can be given by using summative phrases such as those from the portfolio assessment criteria in the next section. This is not mandatory, and it is important that observers are free respond to the student teacher’s particular development needs and the context. However, some indication of the quality of the session can help with the final grading of the teaching practice portfolio as a whole.

•

Observers need to give written feedback on both achievements and areas for development

•

Completing page 2 of the feedback form: a. General observations should summarise key strengths of the observed lesson and ideas for developing practice. b. Targets for improvement Provide a small number of specific and appropriate targets which are achievable within a reasonable timescale (though we might not expect all targets to be achieved by the next observation). c. Summary of achievement and progress Review previously set targets and note significant aspects of progress. Students will record their targets and achievements in their Personal Development Plan.

•

If an observation is referred because it does not meet minimum professional standards (see criteria in section 18 below), the Concern Over Progress process is started (see pp38-43 below) and the subsequent teaching practice observation will be undertaken as a joint assessment.

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ProfCert/PgCE/PGCE Post-compulsory Education & Training 18. Meeting requirements in teaching observations The following criteria are extracted from the Professional Practice portfolio assessment criteria, and can be used to inform written feedback and pass/fail judgements.

Assessment criteria for distinction practice (70+) • Observed sessions and supporting documentation provide convincing evidence of •

consideration of both student needs and funds of knowledge with excellent planning for differentiation.

Excellent application of key principles of learning, teaching and assessing consistently within practice.

Resources are varied, well-designed and support and enhance learning very effectively.

There is convincing evidence of student engagement and successful learning.

Feedback to students is excellent: appropriately detailed, developmental and supportive.

• • • Assessment criteria for merit practice (60-69) • Observed sessions and supporting documentation provide strong evidence of consideration • •

of both student needs and funds of knowledge with good planning for differentiation.

Very good awareness of key principles of learning, teaching and assessing which are usually demonstrated in practice.

Resources are generally very effective in supporting learning, though there are some areas for further development.

There is sound evidence of learner engagement and learning taking place.

Feedback to students is very good, though there may be some areas for development.

• • Assessment criteria for pass practice (40-59) • Observed sessions and supporting documentation provide evidence of consideration of • • • •

student needs, and an awareness of funds of knowledge but planning for differentiation needs development.

There is awareness of key principles of learning, teaching and assessing although these are not always demonstrated in practice.

Resources are satisfactory and usually support learning objectives although there are some key areas for development.

There is evidence that most learners are engaged and successfully learning within sessions.

Feedback to students is adequate, but not always sufficiently supportive, detailed or developmental.

The teaching observation indicates UNSATISFACTORY achievement.

One or more significant shortcoming, linked with one or more of the following: • There is little or no evidence of lesson planning & preparation (eg failure to prepare a lesson plan, inadequate teaching materials, lack of lesson structure).

• Time management is poor (eg lesson does not start on time/finishes early, insufficient material to fill the allotted time).

• Classroom management is poor or non-existent (eg learners are inattentive, disruptive or lack interest).

• Resources are poor (eg poorly prepared/poor quality, copied from unacknowledged sources, not relevant to the subject/level, not appropriate for learners).

• Delivery is poor (eg the student is inarticulate, inaudible, unable to communicate with learners) and teaching strategies are insufficiently varied.

• Assessment is inappropriate (eg no attempt to check if learning has taken place, poorlydesigned assessment materials) • Lack of promotion of equal opportunities or diversity issues (eg lack of awareness of learning difficulties/differing learning styles).

• Lack of professionalism (eg in poor relationships with learners / colleagues or in presenting an inappropriate role model for learners).

• Insufficient progress in relation to targets or lack of commitment to responding to targets.

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19. Teaching practice observation feedback form Brief description of the context / topic for observation and group/Disgrifiad byr o’r cyd-destun / pwnc ar gyfer arsylwi a grwp:

Name/Enw:

Observation No./Rhif Arsylwi

Date/Dyddiad:

Institution/Sefydliad:

Assessor(s)/Aseswr(wyr):

Teaching Practice Requirements Met Teaching Practice Requirements Not Met

Ten Principles of ‘Good Teaching’ 1. Subject knowledge and pedagogy

2. Contextualised learning

3. Learner engagement

7. Maximising learner potential

4. Learner ownership, experimentation and hypothesis building 6. Managing and monitoring the learning experience 8. Learning as a social act

9. Teacher as a reflective practitioner

10. Teacher resilience

5. Learner differentiation and inclusivity

Key Strengths and Areas for Development Planning for Learning

Learning and Teaching

Assessing for Learning

Post-graduate/Professional Graduate Certificate in Education (PcET)

General observations (Professional Knowledge/Values/Skills) / Sylwadau Cyffredinol

Areas for Development with Targets for Improvement and Further Study

Progress on previous targets / Crynodeb cyrhaeddiad a chynnydd

Signed (Trainee) / Arwyddwyd (Hyfforddai )

………………....

Date:

Signed (Assessor) / Arwyddwyd (Aseswr)

............................

Date:

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Post-graduate/Professional Graduate Certificate in Education (PcET) 20. Session plan pro forma Student teachers must fully complete sections A and B of the PgCE/PGCE session plan below for all observed/assessed sessions. For other taught sessions, the lower rows of part A of the plan can be completed at your discretion.

Session plan part A

PART A Course Topic

No. of students

Curriculum levels Date and time

Session aim Learning objectives

Assumed knowledge

Profile of learners (this can include strengths, any challenges, and learning support needs)

Briefly explain how your chosen strategies are designed to engage students in the learning process

Briefly explain how you will assess for learning and plan for feedback

Indicate if you are using any new strategies, resources, technologies for the first time

Identify differentiation or extension activities designed to support learners at different levels

State how your planning has addressed targets set in previous observations

Briefly explain how you this session fits into the overall scheme of work

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Session plan part B Timing

Method (ensure variety of method)

Activity (including group organisation and differentiation strategies)

Add rows as required‌.

Notes 1. Homework/follow up work: 2. Evaluation:

Resources and materials

Assessment

21. Mid-Year Placement Review Mentors can use the form below to provide the course tutors with a brief progress update at or around February half term.

Placement provider Department Student Teacher

Number of direct teaching hours per week Number of teaching hours completed to date Number of mentor observations to date

Number of absences to date Is punctuality and professionalism satisfactory

Is there concern over progress?

Any other comments

Completed by Date

Yes

No

Prof Cert/PgCE/PGCE Post-compulsory Education & Training 22. Concern over progress of trainee teachers Sometimes, despite efforts to support, guide and structure the professional development of student teachers, there may be occasions when a trainee appears unable or unwilling make satisfactory progress or to respond to guidance from mentors. In such cases it is vital for placement and college to work together in a timely manner to record the facts and events of the case, and to decide next steps/targets as appropriate.

On the next page is an outline (a simple flowchart) of the process that is then followed. On the pages following are the forms which are referred to, and which need to be completed by the main parties in such cases: • • •

Placement mentor (supported by line manager and course tutor as appropriate) Course tutor Moderator (this is a senior member of staff from the relevant college faculty)

The forms are as follows: A. Concern over Progress A Part 1 is completed by the course tutor in discussion with the placement mentor and student teacher, and signed by all parties.

Part 2 is completed by the course tutor after a joint tutor/mentor observation.

B. Concern over Progress B An on-going record of student teacher progress during the time the student teacher is working towards the targets set in CoP A above.

C. Concern over Progress C Part 1 is completed after a joint observation (either tutor/mentor or moderator/mentor).

Part 2 is completed by the moderator after a joint observation/moderation, and is signed by moderator, mentor and student teacher.

The student teacher is kept fully informed and is supported throughout the process by the mentor and the university course tutor.

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placement has concern over student's practice/progress and/or student teacher fails a teaching observation

targets not achieved course tutor arranges moderation observation by appropriate senior staff member

Moderator undertakes joint observation with mentor and discusses progress with student, mentor and course tutor; completes form CoP C parts 1 & 2

mentor and course tutor discuss concerns as soon as possible

targets achieved placement resumes as normal

moderator makes recommendation to exam board pass or fail

mentor and course tutor meet student and complete form CoP A part 1, identify targets (max 4 - 5) and set review date (minimum 2 weeks hence)

course tutor records outcome on form CoP A part 2, copies sent to student, mentor & Academic Manager

in case of failure, course tutor discusses options available to student

during 'concern' period, mentor notes weekly progress on targets on form CoP B

on review date, mentor and course tutor undertake joint observation and complete form CoP C part 1

exam board decides final outcome and communicates to student

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Prof Cert/PgCE/PGCE Post-compulsory Education & Training Concern over Progress form (CoP A)

Part 1 of this form is completed by the course tutor, with the placement mentor, after an assessed observation does not reach minimum standards and/or the placement mentor raises a concern about the student teacher’s progress. Part 2 is completed at the review date.

Student name: Placement: Part 1: Setting Targets LLUK domain/code of conduct reference

Date:

USW tutor name: Mentor name: Part 2: Reviewing Targets

Date:

Targets for improvement and review should be in line with the LLUK standards 2007 http://www.et-foundation.co.uk/wpcontent/uploads/2014/04/new-overarching-standards-for-ttt-in-lifelong-learning-sector.pdf or the Student Teacher Code of Conduct.

A maximum of 4-5 targets should be set.

Signed: Course Tutor .........................................................................................

Student Teacher .………...............................................................……….......

Mentor: …………….....................................………………...............................…

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Outcome of Review of Set Targets (please circle as appropriate) Sufficient progress made YES / NO * *If sufficient progress has NOT been made, Concern over Progress Moderation will be arranged.

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Prof Cert/PgCE/PGCE Post-compulsory Education & Training Concern over Progress: Weekly progress form (CoP B)

This form is completed by the mentor, to record student progress on the targets they have been set in Concern over Progress (see form CoP A part 1). Please add to/expand form as required.

Student name: Placement: Date Target(s)

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Concern over Progress: Observation OR Moderation (circle as appropriate) form (CoP C)

Part 1 of this form is completed by the course tutor or moderator, with the mentor, after a joint observation or joint moderation. It is used to inform the review process on CoP A part 2 or to inform the moderator’s recommendation (pass or fail) to the exam board.

Part 2 of this form is completed by the moderator only.

Student name:

PART 1 USW tutor/moderator (circle as appropriate) name:

Placement:

Mentor name:

Observed session - strengths

Observed session - shortcomings

Student teaching practice documentation

Other evidence (including discussion with relevant parties)

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PART 2 Moderator only

Targets for improvement based on the LLUK Standards 2007 and/or the Student Teacher Code of Conduct (see Concern over Progress Form CoP A)

LLUK domain/code of conduct reference

Progress in relation to set targets

RECOMMENDED OUTCOME: this will be communicated to the Examination Board

 Sufficient progress made: PASS

 Insufficient progress made: FAIL

If insufficient progress has been made, the teaching practice placement will be terminated and the student teacher will leave the placement immediately.

Signed: Course Moderator .........................................................................................

Student Teacher .………...............................................................……….......

Mentor: …………….....................................………………..............

Prof Cert/PgCE/PGCE Post-compulsory Education & Training 23. Trainee Placement Report Form This is to be completed by the placement mentor at the end of the placement and included in the Developing Professional Practice and Extending Professional Practice portfolios. Please do not use this for teaching observations. Please indicate what the student teacher has undertaken and achieved over the year, as well as key areas for development as appropriate. Course tutors greatly value any details provided to help them assess the student teacher’s overall achievement during the year.

Name: Placement institution: Assessing learners’ needs

Planning and preparing teaching and learning programmes for groups and individuals

Developing and using a range of teaching and learning techniques

Managing the Learning Process

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Providing learners with support

Assessing the outcomes of learning and learners’ achievements

Reflecting on and evaluating one’s own performance and planning future practice

Meet professional requirements

Mentor signature

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Date:

45

Prof Cert/PgCE/PGCE Post-compulsory Education & Training 24. Teaching Log Use this form (and further copies of it as required) to record the hours you spend teaching in the settings appropriate to your subject / discipline. Logs signed by the mentor must be included in your Professional Practice file. Remember – a minimum of 50 hours must be direct teaching hours in both Developing and Extending Professional Practice (100 hours total).

Date Class / activities Hours

Total number of hours on this sheet Mentor signature

University of South Wales 2020/21

Date:

46

Prof Cert/PgCE/PGCE Post-compulsory Education & Training

25. Log of Observations Use this form (and further copies of it as required) to record observations in Developing Professional Practice (20 hours) and Extending Professional Practice (20 hours) whilst on teaching placement. Logs signed by the mentor/supervisor must be included in your Professional Practice files.

Date Observations/other placement activities Hours

Total number of hours on this sheet Mentor signature

University of South Wales 2020/21

Date:

47